MODEL- STORE 

DEMONSTRATION DRILLS 

VOLUME i 
HENRY STERLING CHAPIN 



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Book. 



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COPYRIGHT DEPOSIT. 




THE MODEL-STORE IN MISSOURI 

SALESMAN, CLERK AND CUSTOMERS 




THE MODEL-STORE IN NEW YORK STATE 

PLAY" THAT ACCOMPLISHES MORE THAN "WORK" 



"MODEL-STORE' 



Demonstration Drills 



Volume I 



By HENRY STERLING CHAPIN 



NEW2YORK 

EDUCATIONAL MAGAZINE PUBLISHING COMPANY 

PUBLISHERS 



.04 



COPYRIGHT 1917 BY 

HENRY STERLING CHAPIN 

ALL RIGHTS RESERVED 



/ 



25 1917 






TO THE HUNDREDS OF EARNEST AND DEVOTED TEACHERS 

WHOSE FAITHFUL EFFORTS TO AID THEIR PUPILS 

HAVE HELPED TO EVOLVE THESE DRILLS, 

AND TO MISS MARIE HAMMOND. WHOSE ABLE AND UNTIRING 

CO-OPERATION WAS ENJOYED WHILE ASSEMBLING 

THE MATERIAL IN ITS PRESENT FORM. 

THIS BOOK IS GRATEFULLY DEDICATED. 



GUIDE TO PART ONE 

Page 
For The Principal 1 

For The Teacher in Charge 1 

The Plan 1 

Receiving and Setting Up the Model Store 2 

Location (in school building) 3 

Instructions to Monitors 3 

The Movable-Unit Plan (of shelf construction) 4 

Take Inventory 5 

The Order of Events 5 

An Early Utility (English — Composition) 5 

Routine Use of the Model-Store-Keeping Method 6 

The Main Point 7 

Business Arithmetic Syllabus. See also page 141 8 

Domestic Economy 8 

Drawing 8 

Home Work 8 

General Suggestions 9 

Caution 11 



GUIDE TO PART TWO 

The various "plays" for getting the boxes into the pupils' hands and arousing 
their interest in the lesson to follow £Te always practice in the fundamentals and 
are so employed in the upper grades. 

The obvious uses of "store keeping" in school are omitted. These drills are to 
help teachers to employ the store to advantage in ways that they are not likely to 
think of, especially during the early stages of store use. 

But, once the basic idea is grasped, it will be realised that the plays are largely 
interchangeable, by changing the number of boxes used and the teacher's expla- 
nations. 

Therefore it is advisable that a teacher should run through the drills of all 
grades, at least through the Fifth Year, to become familiar with as many different 
forms of play as possible. 

A drill scheduled to illustrate subtraction may be readily transposed to practice 
multiplication or division. The form of play in Drill 11, set down as practice in 
division can be used for advanced pupils in review of addition or subtraction by 
changing a few words. Hence teachers will find Drill 11 listed under Addition and 
Subtraction, after the eaily drills (lower numbers) and several similar guides to 
interchangeable forms of play. 

Drills 

Counting 1-2-3-5-6 

Addition 2-3-4-5-6-7-11 

Subtraction. 3-4-5-6-8-11-24 

Multiplication. 9-10-11-17 

Division 10-11-12-14-Notes following 16 

Prime Numbers See notes following 16 

Short Methods See notes following 16 

Roman Numerals See notes following 16 

Least Common Multiple 25 

Greatest Common Divisor 26 

Aliquot Parts 30 

Denominate Numbers 

Linear Measure 13-14-(Pg. 10 col. 1)— (Pg. 147) 

Square Measure 13-27-28-(Pg. 10 col. 1)— (Pg. 95)— (Pg. 147) 

Cubic Measure 28-(Pg. 95)— (Pg. 10) 

Volume, Liquid— Dry 29— (pg. 95) 

United States Money 11-16-17-30— (pg. 148)— (page 159) 

Foreign Money (Pg. 96) 

Right Triangles— Cones (Pg. 9) 

Proportion (Page 9 and Page 10 col. 1) 

Fractions 
Simple Fractions 15 



GUIDE TO PART TWO (Continued) 

Drills 
Addition of Fractions 18-19 

Subtraction of Fractions. 18B-19-21 

Multiplication of Fractions 17-22 

Cancellation 15 

Reduction of Fractions 18B-19-20-22 

Division of Fractions Modify 18B— 20-21-22 

The Three Principles in Fractions See note at close of Drill 20 

Decimals 16-17— Modify 23-24 

Commercial Practices 

Refer to Note, Page 98 in connection with all following Drills 

See Syllabi, Page 8 and Page 141-2 

Bills 23-36 

Discount 32-33-34-(Pg. 7)— (Pg. 160) 

Commission 35 

Profit and Loss 31-33-36— (Pg. 144) 

Inventories Drills I to VIII, pages 13-17 inclusive 

Price Marking Systems 34 

Notes 37 

The following Drills represent the opening and closing complete of a set of books 
for double-entry bookkeeping, but have many individual uses as well. 

Cash Account 38 

Merchandise Account 39 

Proprietor's and other Accounts 40 

Trial Balance 41 

Suggested List of Transactions 42 

Power of Attorney and other Transactions 43 

Opening a Bank Account 44 

Developments of Transactions listed in Drill 42. . . .45 to 52 inclusive 

"T" Accounts 51 

Closing the books 52 

Teachers' Special Uses of Store Equipment (pages 147-156 etc.) 



GUIDE TO PART THREE 

Reprints from The Model-Store-Keeping Department of Educational 
Foundations Magazine, and Comments. 

Page 

Dr. Groszmann's Syllabus 141 

President Churchill States the Need 142 

Why is a Profit? 144 

Using Number Combinations To Meet a Social Need 147 

Including Children's Holiday Playlet (Pg. 149), By Helen Strong 

The Beowulf of Arithmetic 152 

The Power to Hold Attention 153 

The School Store, by Effie L. Bean 156 

Discount Made Clear 160 

Comments — Dr. Wallin— Dr. Goddard 161 

Comments and Correspondence 162 

Author's Note 165 



Introduction 



Object teaching is no new thing. 
It has been an important factor in 
education for many years. It was 
first promulgated in the 16th century 
by the Jansenists (also called Port 
Royalists because of their school at 
Port Royal) a Catholic faction op- 
posed to Jesuitism. From Comenius 
to MonTESSORI the great reformers 
have endorsed the principle and urged 
the practice. 

The utilization of play in educative 
processes is also well credentialed. 
Rousseau carried the idea to the ex- 
treme of believing that up to 12 years 
of age at least, the child needs no 
means of acquiring knowledge other 
than freedom to play, freedom being 
the fundamental law of education. 

These two principles, object teach- 
ing and the utilization of play, con- 
stitute the basic elements of the 
method elaborated in the present 
volume. This method differs from 
all others in the nature of the objects 
used, in the manner and variety of 
their uses, in the immediateness and 
definiteness of results and in the 
fact that it addresses itself to a form 
of play that is universally popular 
and that possesses a maximum of 
educational possibilities. 

The method is distinct also in the 
fact that it brings a group of influ- 
ential manufacturers of standard prod- 
ucts into a relationship with the 
schools that is in itself a marked 
benefit both to the schools and to 



the manufacturers. All vital issues 
are inter-related. All true progress 
is cooperative. Business and edu- 
cation are not separate compartments 
in human affairs wherein the concerns 
of the one are to be kept forever iso- 
lated from the concerns of the other. 
They are rather blending parts in 
the orchestration of social better- 
ment. To demonstrate this mutuality 
of interest as has already been done 
in the instance of the "Model-Stores" 
is a noteworthy achievement most 
gratifying to intelligent citizens who 
have had reason to lament the isola- 
tion of the schools. Never before 
have pupils had to the same extent 
the advantage of learning by doing. 
To organize and direct a move- 
ment such as is here described has 
required considerable foresight and 
has involved no small measure of 
responsibility. Mr. Chapin has per- 
formed his duties with optimism and 
enthusiasm. Such cooperation as the 
writer has been able to give has 
quickened his own sense of the im- 
portance of the enterprise. That 
so much has been done in less than 
three years is phenomenal. Every 
detail has been so carefully studied, 
that while much yet remains to be 
accomplished, the general plan of 
operation has been brought to a re- 
markable degree of efficiency. It 
has been installed in over 3000 schools 
has been approved by a number of 
state and city departments of edu- 



INTRODUCTION 



cation, and has been voluntarily 
mentioned by the United States 
Bureau of Education. 

It is now pertinent thus to note 
that the principles illustrated in the 
Model-Store-Keeping Method of In- 
struction are in keeping with the 
teachings of the illustrious men who 
have made the mightiest impress 
upon modern education, that it has 
clearly demonstrated its unique value 
to American as well as to English 
schools, that the work is in compe- 
tent hands and that it is fully en- 
titled to recognition as a helpful and 
much needed factor in American 
education. 

This book is both a drill book and 
a compendium of information on 
all points relating to the practical 
application of the plan. 

Is it extravagant to hint that it 



may some day be looked upon as an 
epoch-marking volume ? Bacon's 
"Novum Organum," Comenius's 
"Great Didactic," and Froebel/s 
"Education of Man" are imperishable 
because they stand related to deter- 
mining influences in pedagogical 
method. Should the present volume 
function as the instrumentality thru 
which the Model-Store- Keeping 
Method of Instruction for Elementary 
Schools shall come into universal use, 
a consummation to be wished most 
earnestly if not devoutly, and should it 
convince the manufacturers of appro- 
priate commodities that the whole 
plan is entitled to their generous 
support then, surely, it will take its 
place in history. 

William Charles O'Donnell, Jr. 
New York, 191 7. 



". . . .A new education which shall 
really give an equal chance to 
every one because it will base 
itself on the world in which the 
children live." 

Dr. John Dewey 

In "Schools of Tomorrow" 
Page 170 



"Education that can obtain the 
results required by a civilized 
community, and yet use the play 
spirit, is the ideal." 

George Drayton Strayer and 
Naomi Norsworthy of Teachers' 
College, Columbia University 

In "How to Teach" 
Page 140 



PART ONE 



General Directions for the Use 

of the Model Store-Keeping 

Method of Instruction 

for Elementary 

Schools. 



For the Principal 

The Principal's part of the work is 
to select a teacher to have general 
charge. If the principal desires, per- 
sonal attention may also be given to 
choosing a place in the school for the 
store. 

Deliver this book to the appointed 
teacher and the rest of the work is auto- 
matic. Any further attention is purely 
optional. 

Experience indicates that the teach- 
er who can make a subject as clear to 
all her pupils in two, or even three 
lesson periods, as it will be after one 
Model-Store lesson, has unusual 
power to interest pupils and hold 
their attention. 

The personal effort and mental 
focus involved in handling the boxes 
has an attention value far exceeding 
that of an objective demonstration 
with the same boxes handled by the 
teacher while the class sits still. 

Principals will find that the store 
saves at least one whole lesson period 
— one day — of the time that other- 
wise must be allotted to a new subject. 
That is why the Model-Store saves 
the teachers' time. 



For the Teacher in Charge 

The teacher chosen has only to post 
other teachers who will use the store 
by letting them read these instruc- 
tions, and to see that monitors are 
chosen and briefly instructed in their 
work, the captains of the monitor 
squads also being shown the portions 
of these instructions that outline their 
duties. A very brief general over- 
sight of the conduct of the monitors is 
all that remains to be done until the 
store is ready for practical use by the 
class. 

From this it will be seen that the 
labor is so organized and divided that 
no material amount of time or work 
is required to install the Model-Store. 

The Plan 

Ever since the Kindergarten proved 
its value Educators have sought 
earnestly to apply to higher grades 
its basic principles, and place before 
the scholar so absorbing an occupa- 
tion that the knowledge to be gained 
will be automatically conveyed by 
something the scholar eagerly seeks. 
Play, the very essence of childhood 



MODEL-STORE DEMONSTRATION DRILLS 



and indeed the chief joy of later life, 
is the natural vehicle. 

The idea of teaching arithmetic by 
operating a model store at school has 
occurred to many and a few partly 
successful efforts have been made, 
but at the cost of so much work for 
so inadequate an equipment that such 
individual cases are really evidence of 
a most exceptional energy and devo- 
tion even amongst those most faithful 
of human beings, the school teachers. 

It remained for the Head Master 
of an English school to organize the 
idea in the useful form in which it is 
now given to you, ready made, com- 
plete. His work has spread through 
thousands of English schools. To 
their long experience has been added 
the practical use of the "store" in 
thousands of American schools. 

Planning class work with this 
equipment and material in hand is 
no harder than planning without it, 
even where different in detail, and the 
execution of the work, the inculca- 
tion of a clear grasp of each new step 
in study is so easy and so rapid with 
this aid that teachers' work is ma- 
terially less, while the class progress 
is greater and dull children keep 
abreast of the class, saving many a 
weary hour both in the classroom and 
after school hours. 

The co-operation of the owner of 
the United States Rights, coupled with 
the active support of the manufact- 
urers who supply the equipment have 
made it possible for schools to enjoy 
these benefits. Packets of well known 
articles of commerce are necessary to 
hold the pupils' interest. These things 
are not purchasable at any price and 



can be obtained only by such organ- 
ized work as has been done by arrang- 
ing so schools can get the equipment. 
There must be organization to secure 
equipment of the right kind, direct 
its distribution, prepare and supply 
the instructions, etc. This work has 
been undertaken with the aid of several 
prominent manufacturers acting con- 
jointly, and the guidance of the orig- 
inator. These manufacturers are 
leaders of enterprise, and in many 
cases will be recognized as leaders in 
philanthropy and earnest effort for 
human progress. 

Schools are under no obligation 
to these patrons; but their standard 
products add to the interest, the 
"reality" of the scholars' play. Im- 
itation packets were tried and found 
wanting. The real ones are neces- 
sary to the success of the school work. 
Their empty packets are useful to 
teachers. Gratitude is due them for 
making this service possible, and 
they will appreciate every manifesta- 
tion of that gratitude that may fall 
within the scope of the Teacher's daily 
work. 

Receiving and Setting up the 
Model-Store 

The shipments of empty boxes for 
the store will arrive at different times 
and it is best to appoint a place and 
instruct the janitor to assemble the 
boxes there as they are received. If 
his services are not available, appoint 
a monitor or committee of monitors 
to see the expressman and the parcel 
post man, possibly in advance. Schol- 
ars from the older classes should be 
chosen. 



GENERAL DIRECTIONS 



Location 

The best location for the store is 
in a corner of the assembly room. 
Next best is the library if you are 
so fortunate, or the "dead end" of 
a hallway. A few schools have a 
spare room or recitation room used 
by the arithmetic classes in turn just 
as the store will be used. In such 
case this room is the obvious location. 

There is always a place, even in the 
most crowded schools. Here's the 
way a clever principal solved it. 

The signs were placed on the walls 
all around a basement playroom. (In- 
cidentally they brightened the dingy 
room very much.) Each kind of 
equipment was put in a box from a 
nearby store, the boxes piled under 
the piano (later a small cupboard was 
found for them). The "salesmen" 
march to the pile, pick up the nearest 
box without stopping, look at its con- 
tents, walk to the corresponding sign 
on the wall, face the center of the 
room, place the box on the floor, and 
in 20 seconds a "fair" is in progress. 
Reassembling the equipment is equally 
quick. After the lesson the "buyers" 
walk to the different stands and re- 
turn the packets they have bought, 
the salesman checking the returned 
goods against his memorandum of 
sales. A hallway could be so used, 
the boxes in the handiest corner, or 
under the stairs, or in closets. 

Carpentry classes of vocational 
schools have built stores that a real 
merchant might envy in their own 
schools and in nearby schools as 
well. They have railed off shallow bay 
windows with counters and have sus- 
pended shelves from ceilings with 
window cords, pulleys and balance 



weights to be pulled down when used. 

,With these permanent installations 
movable units to be carried about are 
also used. 

And if you still need help to find a 
place, write for it. 

Instructions to Monitors 

Before the work begins let the ap- 
pointed leaders see the picture of a 
store unit so the general object will be 
clear in their minds. You will be sur- 
prised at the judgement and taste your 
orderlies will manifest in setting up 
the store ; with, perhaps, an occasional 
suggestion. You will be affected by 
the craving for neatness and beauty 
evidenced by many children from 
cheerless homes, if you have such in 
your class. 

When the first six or eight pack- 
ages have arrived, have the outer 
packing opened ready for removal of 
contents, taking note of the identify- 
ing number of each. Here comes the 
first "lesson" viz.: neatness and or- 
derliness. At least one monitor or 
orderly from each arithmetic class 
should be appointed to this work of 
setting up the store, perhaps twelve 
altogether, allotting one to each pack- 
age of equipment with a few general 
helpers. You can afford to use a fair 
proportion of the duller children 
choosing from the many volunteers 
you will have in response to your call. 
Usually they can do this by coming 
early, staying late, or on a rainy day 
during a recess. 

Special Monitors should see that 
boards and packing boxes from the 
grocery, or other means of making a 
shelf or counter have been gathered 
in and deposited with the packages. 



MODEL-STORE DEMONSTRATION DRILLS 



A long board, 8 to 12 inches wide, is 
really better than a table because it 
takes much less room set against the 



wall and more children can be served 
at once, as the packets are more ac- 
cessible. 




'Here comes the Store* 



The Movable-Unit Plan 

It is^best to plan the store in a 
group of separate boxes similar in size 
and shape, laid on their sides, that 
may be stacked together and look 
store-like on any desk or table, or 
even on the floor. These are so light 
as to be portable even by small chil- 
dren acting as monitors, taking a box 
each, or one in each hand. 
H By this arrangement no permanent 
space is required. All grades and 
classes^can^use it effectively. Each 



teacher can have the store in her own 
room at the time it is needed, keeping 
the pupils at their accustomed desks, 
maintaining order, and keeping the 
books, papers, pencils and black- 
boards handy. It can be divided and 
used in two or more classrooms at the 
same time. Classes are not required 
to march through hallways to any 
store location. 

This plan has proved very success- 
ful. In very crowded quarters each 
teacher keeps one such box or "unit" 
on or under her desk, or between the 



GENERAL DIRECTIONS 



desks of seat-mates who are given the 
care of the box and sends monitors 
for others as needed, thus "storing" 
the equipment where there seemed no 
room at all. 

Take Inventory Of Goods Received 

See Drills I to VIII. 

Send for renewals of soiled, damag- 
ed or missing articles. The inventory- 
lessons suggestions show the easiest 
way to make the list, and are very 
practical for instruction or review 
in nearly every class. 

Use of Signs 

The signs are used to show where 
things belong in the store so any one 
can put them back in the right place 
in a moment. They give the appear- 
ance of a real store and a general effect 
that is attractive to the children. 

The Order of Events 

First, choose the place in the school. 

Second, ask for volunteer monitors, 
explaining the plan to them briefly. 
(If desired change monitors weekly 
so all will have a chance.) Ask the 
monitors to secure (a) the boards and 
boxes or other material; (b) cloth or 
paper to cover the boxes, tacks and 
tack hammer. Experience shows 
that monitors will find and bring in all 
these things when told why they are 
needed; (c) paper coins made by 
writing figures on cardboard and cut- 
ting up the cardboard into conven- 
ient squares to represent pennies, 
nickels, dimes, quarters and half 
dollars. Many schools now provide 



paper money on requisition which will 
serve better. 

Third, when these things arrive 
have the monitors unpack the goods, 
open the "flat" cartons and fold in the 
ends so they will stay box-shape (this 
is regular "manual training" work in 
lower grades in many states, and can 
be so utilized), set up the boxes, cover 
them with paper, tack the signs in the 
boxes putting the correct signs in the 
boxes of each manufacturer thus pro- 
ducing a series of "departments" 
making it easy to sort the goods back 
into the store after the lesson. 

Do not set the store too high. Re- 
member that the children average less 
stature than your own. Make it their 
store, their size. 

The physicial equipment is thus 
made ready by willing workers with 
a little guidance from the teacher and 
no hard work for anyone. 

An Early Utility 

Acknowledging the receipt of the 
equipment to the manufacturer is 
easiest and best accomplished by the 
following plan. 

Have every scholar who is old 
enough, in every class, as home work 
composition lessons, prepare a 
short note of acknowledgment and 
thanks to each manufacturer, to sign 
the principal's name per their own. If 
they need the help of parents and can 
get it, all the better, because to many 
this will be the first "real business 
letter" and the interest in the store 
will be fixed and confirmed. This 
composition practice is excellent be- 
cause the composition has a purpose. 
which even small children realize. 



MODEL-STORE (DEMONSTRATION DRILLS 



Parental help will deepen the sense 
of reality, the force of the lesson. 
Caution them to write short notes; 
tell them that the notes will be actu- 
ally sent, after the composition has 
been checked by the teacher in the 
usual routine. Send them to Model 
Store Keeping Dept., Educational 
Foundations, 33 East 27th Street, New 
York, marked "Acknowledgments, 

Grade , School " No letter 

need be written, and the manufactur- 
ers will be advised. This plan saves 
the Principal's time, adds nothing to 
the teacher's work, provides the best 
of composition practice, intensifies 
interest in the labor saving store work, 
and automatically informs the parents 
arousing their interest in the school 
work. Many teachers have found 
that this has proved so valuable in 
arousing the keen interest of their 
pupils that they plan in the course of 
the season to have every scholar write 
to every manufacturer, even long after 
the reason for acknowledgment is 
passed. Thousands of these letters 
have given the manufacturers tangible 
evidence that their aid and support 
are appreciated, which encourages 
them to supply materials for other 
schools. 

If this cannot be done please write 
an acknowledgment naming (by 
address on labels) equipments that 
have been received thus — We have 
received No. 13, No. 6, No. 24, etc. 

The Publisher will appreciate any 
class work that can be spared: or- 
ders, bills, inventories, compositions, 
business letters, drawings and 
sketches, etc., however rough. They 
help greatly in planning and main- 
taining the service. 



The Routine Use of the Model- 
Store-Keeping Method 

Note: The position of salesman 
is eagerly sought. Some teachers 
make it a reward of merit. Others 
prefer to have the whole class take 
turns at it for practice. The number 
of salesmen depends on the physical 
arrangement of your store and some- 
times on the character of the lesson. 

First make pupils feel that it is their 
store collectively. That it is meant to 
make school pleasanter and easier for 
them. That they are its guardians, 
to keep the store neat, clean, un- 
damaged and orderly. This attitude 
is helped by having the monitors set 
it up. Do not set it up for them if 
you can avoid it. If they lose or 
damage equipment never mind but 
send for replacements. 

"Practice makes perfect." Class- 
room practice should not be replaced 
by the store, but the child's grasp of 
each new step — the ability to prac- 
tice and attain proficiency — can be 
gained at this store and nothing has 
ever been found that gives this grasp 
of each new step in arithmetic so 
quickly as the store. 

Hence the best use of the store is 
occasionla by each class, and once or 
twice a week will be found often 
enough. Thus all classes in turn can 
use the store and one equipment is 
sufficient for a large school. 

The second grade class can follow 
a seventh grade class at the counter 
because the difference lies in the ap- 
plication or method, not in any need 
for a change in the store itself. 



GENERAL DIRECTIONS 



The children are absorbed in what 
they select. 

The teacher cares only how many 
she tells them to get. 

The following drills for class work 
are the result of long use of the store 
and will enable any teacher to use the 
equipment for any class for the work 
outlined in the syllabus. It seems 
best to make these drills brief and 
simple in this initial volume. 

Experience shows that, once 



started, every teacher develops his or 
her own ideas for extension of the 
work; and, that these may be utilized 
by all who so desire, there is a depart- 
ment in Educational Foundations de- 
voted to correspondence with teach- 
ers, hints and helps on the Model 
Store Keeping Method, and articles 
by the originators and those who have 
brought the method to its wonderful 
development in England and the 
United States. 



The Main Point 

The basic principle in all grades is to allow the children to "buy" 
at the store, just what they choose. You govern the examples 
by the number of the things you tell the pupils to buy. The widest 
possible personal selection from the objects on view is the source 
of their absorption in the "play," the means of unconsciously pro- 
ducing their own "examples" or problems insuring a personal 
desire to know the result which fixes the utility of arithmetic in mind. 



Ordinarily each new step in arith- 
metic appeals to the child as a new 
difficulty encountered, a new task, in- 
vented to make life harder. The 
writer well remembers asking his 
teacher "Why is a discount" and the 
teacher's inability to make plain to a 
child's mind the reason for the 
new lesson; and that question was 
not answered in that child's mind un- 
til after two years of business life, 
when discounts came to mean bread 
and butter. 

But the scholar who goes to the 
counter, instructed to "be a dealer" 
and buy "a whole lot" of anything he 
wants, who chooses a purchase by per- 
sonal selection, who pays $12 for it 
and is told by the monitor-clerk (pre- 
viously instructed) that there is a 
dealer's discount of 25 per cent, and 
5 per cent, for cash, and that he can 



get the discount money back as 

soon as he figures out how much it is, 
has no such trouble. Practicing dis- 
count problems at the desk for the 
next few days is only practice, easy 
practice to a prompt proficiency, for 
he knows "why is a discount." The 
principle of ready grasp of each new 
problem is the same in the lowest 
grade just starting addition. Why 
must these numerals be added, and 
why must the "answer" be right, is 
just as hard for them to understand as 
all the other "whys" when only a 
white sheet of paper, a busy teacher 
and a wandering childish mind can be 
brought to the work. 

In one class a pupil that could not 
understand the meaning of "like num- 
bers" was given several packages of 
sugar and asked to subtract a pound 
of lard and bring it to the teacher. 



MODEL-STORE DEMONSTRATION DRILLS 



After a few puzzled moments the 
little one looked up, with a smile that 
said as clearly as words, "I've caught 
you now" and said, "I can't do it. 
There isn't any lard there." 

In the laugh that followed one 
teacher's bug-a-boo disappeared. 
That class had no further difficulty 
with that point which some pupils 
seem never to grasp by book-arithme- 
tic rules and explanations. 

Business Arithmetic 

The children should imagine them- 
selves acting as dealers, buying sup- 
plies for their own store (or as im- 
porters, for duties) when figuring dis- 
counts, interest, simple and com- 
pound, ratio, proportion, partial pay- 
ments and all variations from the 
usual prices of the articles; because 
the basic idea of domestic economy is 
being gathered as they work and the 
real costs of the real goods are worth 
knowing especially where different 
sizes of the same article give a direct 
illustration of the economy of larger 
purchases, the loss by costs of pack- 
ing and marketing in smaller sizes. 

Areas, volumes, cubic contents, cyl- 
indrical contents, denominate num- 
bers, tare; all are easy to demonstrate 
with these many shaped made-to-fit 
boxes and cartons. Some are marked 
with the weights or measures of their 
usual contents. 



A famous educator has supplied 
the following special syllabus for busi- 
ness arithmetic which he used for 
years, modifying by experience so its, 
practical application is tried out. 



I. Inventory. 

i. Counting — dozens, etc. 

2. Measuring — length, area, ca- 

pacity, weight. 

3. Recording. 

II. Problems relating to prices and cost. 

1 . Value of many, cost of one given . 

2 . Value of one, cost of many given . 

3. Raising and lowering of prices. 

a. Simple addition and sub- 

traction. 

b. By fractional part. 

c. By percent. 

d. To allow for profit and ex- 

pense. 

III. Buying and selling. 

1. Making change. 

2. Direct buying and selling. 

3. Buying and selling on credit. 

a. Sales slip. 

b. Checks. 

c. Discount. 

d. Accounts. 

e. Commission. 

4. Ordering from catalog. 

IV. Banking. 

1. Depositing. 

2. Checks and withdrawal slips. 

3. Notes and interest. 
V. Book keeping. 

1. Simple accounts. 

2. Profit and loss. 

3. Cash account. 

4. Posting. 

5. Insurance, taxes, rent, expense. 

Domestic Economy, Object Draw- 
ing and Color Drawing 

These classes are provided with so 
wide a range of directly useful ma- 
terial that special instructions seem 
unnecessary excepting to give the 
prices of the goods for arithmetic and 
Domestic Economy which are supplied. 

You will find simple and complex 
designs on the cartons, the boxes, the 
posters, and the signs. These are the 
work of the foremost commercial de- 
signers and illustrate clearness, art, 
balance, proportion etc., of a high 
order. 

Home Work 

Home work with the cartons should 
be encouraged, the scholars being al- 
lowed to carry home the object to be 



GENERAL DIRECTIONS 



measured, or drawn, returning the box 
with the lesson sheet, for restoration 
to the store. 

Home work compositions describing 
the goods which these boxes should 
contain at a real store (here also giv- 
ing the boxes to be taken home, looked 
over for the purpose and returned 
with the compositions), start the 
scholars on an eager personal inves- 
tigation which insures compositions 
representing their real ability. It is 
the best of tests. The Information 
Stories which are furnished by the 
publishers are a great assistance in 
this work. 

General Suggestions 

Use the store mainly to demonstrate 
the underlying principle of each new 
step in study. Class practice after- 
ward is no different, but being better 
understood it is more quickly done, 
and class progress is rapid. After the 
first few lessons you will save time in 
class work. The real time saving is, 
however, the progress of the class in 
both speed and efficiency. 

Any materials "left over" keep 
available for replacement of damage. 
Keep at least part of every package 
received on view in the store — it will 
be needed sooner or later. Great pains 
is taked to send no useless material. 

Some schools are so large they 
really need two complete outfits in 
one store, or two complete stores. 
The publishers will be glad to supply 
them. But please mention the fact 
that a duplicate outfit is wanted to 
save confusion in sorting the records 
of the thousands of schools that use the 



"store." Also please give complete 
addresses, including street numbers 

of school building if possible. Some- 
times the ungraded class needs a 
separate Model-Store because they 
use it all the time. Just ask for it. 

In many classes the scholars write 
out an "order" for the goods they 
want to buy (a mere list in some 
grades), while the salesmen and clerk 
are getting the teacher's instructions 
for the day. They can then buy 
swiftly. Those that finish their re- 
sulting examples first, write "com- 
positions" about what has been done, 
or practice other applications of the 
same problem (placed on the board by 
the teacher while the pupils were busy 
buying their goods). Thus no one is 
idle for even a moment. 

Imaginary show window or shelf 
displays may be piled in conical or 
triangular form or in rectangular or 
oblong stacks accompanied by the 
actual piling of the boxes if desired 
and demonstrating right-triangles, 
surface area, cubic contents and a 
wide variety of details. 

It is manifest that in stacking tall 
piles of small boxes several may be 
set as a base and a cone stack formed 
without affecting the arithmetical 
factor of the direct height and the 
number of boxes (or inches or centi- 
meters) involved. As a rule these 
stacks can be arranged on the chalk 
rim of the blackboard and the boxes 
leaned against the board so that the 
demonstration of the example can be 
very rapidly set up. A ruler may 
support the packets forming the 
hypotenuse of a right triangle, when 
demonstrating with boxes. 

Illustrate proportion by giving the 



MODEL-STORE DEMONSTRATION DRILLS 



cost and selling price of one article, 
the cost of another and asking for 
proportionate selling price of that 
article thus: We have corn flakes 
that cost us 8 c and we sell for ioc; 
now we have bought some cocoa at 
20c; for how much must we sell it to 
make the same rate of profit? Have 
the salesman set out boxes to visualize 
the example and focus the attention. 

Don't be too conscientious. 
Many teachers have worried for fear 
the equipment would be lost or 
damaged and took a lot of trouble — 
and it was trouble — to protect it. 

Damage and loss must come. Bet- 
ter that it should come to the store 
than to the time of the teacher. Re- 
placements were arranged in advance 
and the only fear is that teachers will 
hesitate to send for them. Keep every 
kind of equipment up to a useful 
strength, so that all drills can be fully 
applied at once. If there isn't enough 
of any article to serve all plans send 
for more. 

Use the signs to show where the 
things belong, so anyone could put 
the store in order easily. One school 
thought the signs were "only ads" and 
threw them away. It's a bare look- 
ing store without them, and an almost 
prohibitive waste of time to return the 
goods properly to a signless store af- 
ter each lesson. If the signs have been 
lost don't hesitate to send for more. 
More signs are sent than are really 
needed, but if soiled or torn, use the 
extra ones to replace them and keep a 
fresh looking outfit, an exhibit of neat- 
ness for its moral effect. 

After a lesson or so at the store you 
will find the class ready for the seri- 



ous work more promptly than if you 
had written the same lesson on the 
board and waited for the class to copy 
it; with this essential difference — 
they are keen to figure out their 
purchases — while indifferent to the 
lesson on the board, often averse to it. 

Don't use the store too often. Keep 
its novelty fresh. A schedule for the 
different classes should be arranged to 
avoid interfering with each other's 
work. 

It will take no more time to plan 
what you tell them to buy at the store, 
than to plan the same lesson in the 
ordinary way. It will take less time 
to direct them than to write it out. 

A practical writing lesson: Copy 
price list at the store so each pupil 
can have a copy. Mount on cards or 
paste into the arithmetic. This price 
list will be found very useful to let 
pupils make their own problems 
for home work as well as solve them at 
home, a practice rapidly growing in 
all schools. 

The articles of commerce shown in 
the store provide excellent composi- 
tion subjects. Their country of 
origin, their raw states, their trans- 
portation, transformation through 
various processes, etc. Educational 
articles of such character are supplied. 

The value of the "store" for review 
work is exceptional, promoting 
rapidity due to the pupils' initiative. 
The way to use it will be perfectly 
plain to the teacher after the various 
drills have been performed. 

In the words of the originator of 
the method — 



GENERAL DIRECTIONS 



"The fact that each scholar may 
have an individual and near view of 
the object is a feature of great impor- 
tance. He can handle it, and bring 
the sense of touch to help that of 
sight * * * and is not hindered by, 
and does not hinder scholars who work 
at different speeds. * * * A can or 
jar to handle to measure, will tax the 
ingenuity of the child to the full to 
ascertain all the dimensions necessary 
* * *. The relation between the 
available volume and the avoirdupois 
or capacity of the contents, with a 
little practice will be readily appreci- 
ated, and the ability to form approxi- 
mations in pints or pounds forms a 
valuable asset to any child." 

It is easy for a teacher to fall into 
the error of thinking that the acts of 
buying and selling are the object of 
having the store. They are only the 
means to the real end. True, up to 
about 6th grade much of the real 



mathematics teaching is automatically 
demonstrated by usual store customs. 

These uses are so varied and so obvi- 
ous that they are not included in the 
drills, but place will be made for them 
in the next volume and teachers are 
invited to send such lessons to the 
publishers. 

But the school store is most useful 
as a bait to tempt the pupils to eagerly 
follow the demonstrations of princi- 
ples which the teacher prepares so she 
can more easily and quickly fix in their 
minds the foundations for later class 
practice and drill. 

Keep this in mind. All the work at 
the store and planning the store les- 
sons, should take the place (and the 
time) of work that must be done any- 
how, usually at greater effort. It may 
seem a bit harder at first, but if you 
are not saving time and trouble after 
you get it working, there's something 
wrong — write for help. 



Caution 

Materials supplied through this department are carefully chosen for the 
purpose and come from patrons who have agreed to act in strict accordance 
with the rules of school authorites. 

Occasionally outsiders have offered materials and some have so acted as 
to give offense, causing difficulties to the schools that accepted these materials. 
If such are offered write us at once. 

Principals and teachers are asked to remember that we are responsible 
only for the goods that bear our shipping label which is provided for the guid- 
ance and protection of those using our method. 



We will order extra equipment for schools whenever we are advised of the 
need. If your school building requires more than one store equipment, whether 
for different parts of the building or to make a larger store, do not hesitate to 
ask for it. 

Model-Store-Keeping Department. 

ii 



Notes 



PART TWO 



DRILLS 

Use the margins for notes and ad- Notes 

ditional lesson plans. Make notes on 
a pad during class work, digest same 
and enter in this book for the guid- 
ance of all teachers using the book, 
or for forwarding to the publishers. 

Drills. I to VIII 

Taking Inventories 

One of the most practical lessons at 
the school store consists in making 
inventories of the stock on hand. 

The character of the inventory- 
varies with the grade. 

The following suggestions elaborate 
the idea by steps so each teacher can 
use as many of the steps as the ad- 
vancement of the pupils permits: 

Step I 

About 3d year or even younger 
pupils. 

Allot to each pupil one kind of stock 
to count. If the store is not yet set 
up for the season this may be done in 
preparation for placing the goods on 
the tables or shelves. 

Report the count to the "clerk" (or 
teacher) to be placed on the black- 
board, and marked with initials or the 
name of the pupil reporting. 

A second set of pupils counts the 



13 



MODEL-STORE DEMONSTRATION DRILLS 



same groups of boxes and reports to 
the clerk. Each count is placed ad- 
joining the previous corresponding 
count on the blackboard. 

Continue until the whole class has 
counted. 

Blackboard review reveals errors 
and who made them. 

Demonstrates necessity for accur- 
acy in counting. 

Step II 

Pupils act in pairs, checking each 
other's count before reporting. 

Reports and review as before. Ask 
how many boxes are on hand and 
demonstrate addition as the means to 
find out easily. 

Step III 

Again acting in pairs, one calls off 
the count, piece by piece, partner 
keeps tally, four marks down and one 
across. In business practice each 
group of five is called a "gate." 
Tallies on paper (or on blackboard). 
Tallies translated into figures (both 
addition and subtraction may be used. 
Thus: five "gates" and two tallies over 
equal 27. Or, since the sixth "gate" 
is started but not completed, six 
"gates" less three tallies equal 27). 
Transfer to board. All tallies com- 
pared to board, errors corrected. 

Step IV 

Simple stock sheet. 

Articles tallied by name. Total 
stock shown. Assume 20 boxes of 
each kind on hand. How many over? 
How many missing? Demonstrate 
practical use of addition and sub- 
traction. 



14 



TYPICAL PRACTICE, INVENTORIES 
Step V 



Values of stock. 

Articles grouped by names, tallies 
to show number of each on hand, 
multiply by price of each, carry out 
values into column, on paper or black- 
board, add values; result, retail value 
of stock on hand. 

Divide entire class into a few 
groups, in each group two count (re- 
porting alternately) the others make 
out the stock sheets, as the reports are 
called off. 

Step VI 

Write stock sheets to show con- 
dition of packets, i. e., biscuits. 10 
perfect boxes, 5 soiled, 2 damaged, 2 
worthless condition (1 missing). 

Step VII 

Write stock sheets as in Step VI, 
elaborating by having pupils estimate 
the value of such a checking as above 
using their own judgment. One pupil 
may produce the above illustration as 

Biscuit; 10 perfect, present value 15c - - $1.50 
5 soiled 12c-- .60 

2 damaged 4c-- .08 

2 worthless — 

1 missing — 

stock value $2.18 

The next pupil may place such dif- 
ferent values on the same items as 
to indicate a very different stock 
value, more or less than the $2.18. 
(It is clear that originally there must 
have been 20 packets worth 15c each 
or $3.00). 

"Since the estimates vary a good 
deal, let's see who would lose money 
by putting too low a value on our 



15 



MODEL-STORE DEMONSTRATION DRILLS 



stock, and who is holding it too high, 
so it wouldn't sell fast." Have the 
varying estimates averaged (need for 
division illustrated), and declare this 
average to be the real value of the 
stock on hand. The pupils who 
estimated the nearest to this average 
may be rewarded in various ways. 
So pupils will grasp the relations of 
their various estimates, have them 
find what fraction of the average each 
low estimate represents, and what 
fraction over i each high estimate 
represents. The whole class may 
figure each in turn or each scholar his 
own only, as desired. This provides 
division and fraction (or decimal) 
exercises in wide variety; and, since 
the pupils produce the problems, their 
interest in solving them is keen. One 
of the simplest illustrations of frac- 
tions may be made with the tally 
"gates," thus: seven articles are 
tallied as one "gate" and — visibly — 
2/5 of a "gate." 

Step VIII 

Knowing the number of articles on 
hand, (or assuming a fixed number) 
allot cost prices, lower than retail 
prices, figure profit and loss on the 
stock sheet. Abstracting articles or 
merely calling them missing, or con- 
sidering goods as sold but not paid for 
and uncollectible, etc., produce 
"losses." Losses may be met by giv- 
ing notes, which may be discounted, 
and most of the features of business 
arithmetic may be introduced at the 
teacher's discretion. The action may 
extend over several lessons, one or 
two a week. 

By permitting individual judgment 
of present values the resulting averag- 



16 



TYPICAL PRACTICE, INVENTORIES 



ing of the different sheets with reward 
or glory for those nearest the average 
develops a remarkable interest, a con- 
test factor greatly promoting clearer 
understanding of the principles and 
uses of arithmetic. 

Such inventories as have been out- 
lined, varying in detail, may to ad- 
vantage, be made many times during 
the term. 

We cannot too strongly urge the 
practical value of this work both for 
educational effectiveness and for the 
physical maintenance of your equip- 
ment. 



17 



MODEL-STORE DEMONSTRATION DRILLS 

Graded Drills 

FIRST YEAR— FIRST HALF 
Drill 1 

Counting 

ASSUMING that counting by 
ones to one hundred has been 
taught in the kindergarten, review is 
the main object of these exercises. 

The class is marched to the Model- 
Store, or its units are brought to the 
classroom by monitors. 

Teacher: "How many of you have 
ever been sent to a store by your 
mother?" (hands.) 

"How many have gone to a store 
and seen people buy the things they 
need?" (hands.) 

"Tell me some of the things you 
saw bought at the store." 

(Call on a number of children to 
tell what was purchased.) 

"How many things do you re- 
member, Mary?" 

"How many things do you recall, 
John?" 

(Ask a number of pupils to tell 
these things.) 

Teacher: "Would you like to go 
to the grocery store this morning to 
get some things for me? Here is 
our grocery store." 

"Class stand. March to the store 
in single file and each one choose and 
take with you one package. Return 
and place it on your desk." 

"How many packages have you, 
Tom?" 

"I have one package." 



18 



TYPICAL PRACTICE. FIRST YEAR 



"How many packages have you, 
Mary?" 

"I have one package," etc. 

(Question entire number of pupils 
or a part as desired.) (Now call 
on some other pupil.) 

"James, count the packages on 
all the desks." 

(Counts by ones and as he counts 
pupils lift packages from desks or 
touch them with finger or pointer, 
or the pupil counting may run quickly 
and touch each package with pointer. 
Have a number of pupils run and 
count the packages, working quickly 
and quietly.) 

Pupil at head of each aisle walk 
down the aisle and count out loud — 
next pupil follow, etc. 

Monitors replace packages, or class 
returns them marching as before, 
counting in unison aloud as each is 
deposited at the store. 



19 



MODEL-STORE DEMONSTRATION DRILLS 

Drill 2 

Counting 



Teacher: "How many of you re- 
member going to our store for me, 
the other day?" 

"What did you get for me, John?" 

"I got (corn flakes) Miss Jones." 

"How many packages did we get, 
Mary?" 

"We got (20) packages." 

"Count by ones to twenty, James." 
(counts.) 

"Count by ones to twenty, Susan." 
(counts.) 

Several pupils called on individ- 
ually and then class counts together 
by ones to one hundred. 

Teacher: "Would you like to get 
some things from the store this 
morning? What would you like to 
get, Jack?" 

"I should like to get some choco- 
late." 

(If possible, call on children not 
called on before.) 

"Go to the store, each one get two 
packages. Return and place them 
on your desks." 

(If preferred, they may be placed 
on window ledges or in the chalk 
rack in a row to make them easier to 
count.) 

"Harold, take the pointer and 
count quickly how many packages 
we have this morning." 

(Several children count individ- 
ually using the same exercise as in 
the first lesson and then pupils count 
in unison.) 

Pupils may form in line and pass 
packages one at a time toward the 
store, counting as they handle each 



TYPICAL PRACTICE. FIRST.YBAR 



one, or Monitors may return pack- 
ages. 

Variations 

o. The packages may be passed to 
desks in same way, at the beginning 
of lessons, or monitors may take 
an armful of boxes, serve the class 
and count aloud as they deliver each 
one. This keeps the whole class 
listening, watching, interested. 

b. Repeat these lessons until there 
are one hundred objects on the desks 
and the children count to one hundred 
easily and quickly. They may bring 
three or four objects each from the 
store so as to make up the desired 
number. 

c. To vary the lessons, one child 
may count to twenty, then another 
child take the pointer and continue 
counting to sixty, another counting 
to eighty, etc. 

Count the boxes back to the store 
by marching or by passing from hand 
to hand, with one monitor for the 
end of each row of desks, placing 
boxes on shelves. 



MODEL-STORE DEMONSTRATION DRILLS 

Drill 3 

Writing Numerals 

In teaching pupils to read and write 
numbers the following is an interest- 
ing drill: 

Teacher: "Let's play with the store 
today." 

Appoint monitors to pass out pack- 
ages and have pupils get from the 
store the desired (predetermined) 
number of packages. 

Teacher: "How many packages 
have you, John?" 

"I have four (or other number) 
packages." 

"How many have you, Mary?" 

"I have four," etc. 

Teacher writes on board the figure 4 
and says, "This is the figure 4." All 
look attentively. 

Teacher: "What is this figure, 
James?" 

"What is this figure, Mary?" 

"What is this figure, class?" 

"Would you like to make this 
figure on paper?" 

"Make ten fours on your paper." 

(Drill in counting. Mistakes will 
be made in writing the correct num- 
ber. Teacher will walk about find- 
ing errors and correcting them.) 

Teacher: "Now children, let us 
play a different game with our store 
this morning. Let us choose some 
one to be store keeper." 

"Harry, would you like to be store 
keeper this morning?" 

"I will tell some of my pupils who 
are sitting in the best order what I 
want them to get this morning." 

Teacher whispers to John, "Get 
me five cakes of soap." 

To Mary: — "Get me three boxes 



TYPICAL PRACTICE, FIRST YEAR 



of talcum powder." To Susan: — 
"Get me four cans of milk." To 
Charles: "Get me six boxes of cough 
drops." 

Have these things grouped on 
window ledge or shelf or some place 
high enough so that every member 
of the class can see and count them 
without dodging about. 

Teacher: "Each count silently. As 
soon as you have counted all the 
objects we have, please stand." 

Give pupils a few minutes then call 
on different ones to state the number. 
Teacher states the correct answer. 

Pupils seated. Monitors return 
boxes, working quickly and quietly. 



23 



MODBL-STORB DEMONSTRATION DRILLS 



Drill 4 

To memorize any of the forty-five 
combinations in addition the sum of 
which does not exceed nine. 

Only the first twenty are usually 
taught in this grade. 

Teacher assembles a few packages 
on one side of her desk or anywhere 
in plain sight of all the children, 
volunteer monitors, or monitors ap- 
pointed on a merit system, as a re- 
ward can bring them; or it may be 
done by a marching and counting 
drill as in drills 2 or 3. 

Make as much "play" as possible to 
centre their interest in the proceed- 
ings. 

Teacher asks children to count in 
concert the packages as she points 
to them. 

Teacher (or an appointed monitor 
under direction) takes one package 
from the group and places it by itself. 
(Sometimes select the slower pupils 
for such service. It helps them to 
gain self confidence.) 

Teacher: Holding up one package 
asks, "How many packages have I, 
Harry?" 

"You have one package." 

Teacher places the figure 1 on 
board. 

Teacher takes another package and 
holds it up. 

"How many have I here, Children." 

"You have one package." 

Teacher places another figure 1 
underneath the first on the board: 
1 and puts the package by the side 
of the other. 

(Some teachers prefer giving ad- 
vance directions to a pupil and letting 
this monitor do the writing. Later 
the whole class can be at the board 



24 



TYPICAL PRACTICE, FIRST YEAR 



for the corresponding exercise, each 
writing his own figures.) 

Teacher holds up two packages, 
one in each hand. 

Teacher: "Then one package and 
one package are how many packages?" 

"One package and one package are 
two packages." 

Teacher draws a line under the 
"ones" on the board and writes the 
figure "two" beneath. Repeats, "One 
and one are two." 

Teacher selects two cans or boxes 
from store, holds them up one in each 
hand and says "One can and one 
can are two cans." Requires class 
to repeat this. Selects pairs of other 
things from the store and has the 
class repeat in each case. Then re- 
turns to board ; drills abstractly using 
the words "one and one are two" 
until the class is familiar with this 
first combination. 

(Even at this early stage it is 
advisable to exhibit like articles for 
addition. See last paragraph page 7) 

Two boxes may be handed to the 
pupil at the first desk, one at a time, 
having pupil say as they are received, 
"One — and one, are two." This pupil 
then passes the boxes to the next desk 
in the same manner. All pupils at 
desks may be carrying on this play 
at the same time. 

Assuming that two packages of 
corn flakes are in a group by them- 
selves, teacher selects one other pack- 
age from a different group and holds 
it up. 

Teacher: "How many packages, 
James?" 

"One package." 

Teacher places this package with 
the other two, leaving space between 
thus — xx x. 



25 



MODEL-STORE DEMONSTRATION DRILLS 



Class observes. 

Teacher, pointing to each group 
successively : 

"Then two boxes and one box 
make how many boxes." 

Teacher places this combination 
on board. Class drill as before. 

Similar drills should be repeated 
through the twenty combinations. 

Use this as an illustration lesson, 
in the early stages of combination 
work. Continued use might lead 
to an idea that addition is only count- 
ing. 

Suggestive review lesson on the 
combinations 

Assuming the twenty combinations 
are placed on board in sight of all 
pupils. 

Teacher points to any group such 
as four and three. 

Teacher: "Get me some boxes, 
John, and place them in groups. 
What kind do you prefer?" (Let the 
personal choice arouse the interest.) 

John makes his selection and places 
them — xxxx xxx. 

Teacher : ' ' What kind do you want, 
Mary?" Await answer. 

"Very well, get me some baking 
powder, Mary." Points to five and 
two. 

Mary does so and places them — 
xxxxx xx — etc., etc. 

The children may then call off the 

combinations rapidly from the groups 

placed. 

Note: Obviously a few words from the 
teacher will turn this practice into an illus- 
tration of subtraction by the Austrian 
method, when this drill is used in higher 
grades. 



26 



TYPICAL PRACTICE, FIRST YEAR 

FIRST YEAR— SECOND HALF 

Continue such drills as number 4 
for the other twenty-five combina- 
tions during the second half of the 
first year. 

Counting by twos 

(Many devices for placing the 
material before class can be arranged, 
such as placing a board on the backs 
of two chairs, covering it with paper 
secured with drawing pins.) 

Having learned the twenty com- 
binations, pupils have some knowl- 
edge of adding. 

Drill 5 

Counting by 2's 

Teacher: "Children, we have 
learned to count by ones, let us try 
to count by twos this morning." 

"Let us arrange a counter in our 
store." 

"What shall we have on our counter 
Mary?" 

"We shall have baking powder on 
our counter." 

(Seek to develop self-confidence in 
speaking and the correct use of 
language during all these conversa- 
tions.) 

Teacher: "John, please place two 
cans of baking powder on the counter, 
quickly." 

"Place two more cans, James." 

"How many cans of baking powder 
have we now, Susan?" 

"We have four cans of baking pow- 
der now." 

Teacher: "Two and two make how 
many, Jack?" 



27 



MODEL-STORE DEMONSTRATION DRILLS 

"Two and two make four." 
"Place two more cans, Jennie." 
"How many cans have we now, 
Mary?" 

"We have six cans now." 
Teacher counts as she points to 
groups — two — four — six. Asks class 
to repeat as she points — two — four — 
six. Calls on several pupils individ- 
ually to count — two — four — six. 

Teacher: "Place two more cans, 
Harry." 

"How many cans have we now, 
Jane?" 

"We have eight cans, now." 
Teacher counts again, pointing to 
each group as before; — two — four — 
six — eight; and asks class to repeat 
with her — two — four — six — eight. Re- 
peat this process carrying the count- 
ing to twelve during the first lesson. 
Much drill is needed on this. 

Teacher may vary the work by 
having different pupils come to the 
front and use the pointer. The more 
pupils that can have something to do 
in connection with the work, the 
keener the interest and the stronger 
the impressions on their memories. 

Drill 5 extended 

For use on later days. 

Teacher: "Do you remember how 
to count by twos — Let us see." 

Teacher: "What are we to do this 
morning, James?" 

"We are to count by twos." 

"What are we to do this morning, 
class?" 

"We are to count by twos." 

Teacher: "Would you like to see 
the figures on the board?" 

(Teacher appoints a bright board- 
monitor, or personally places on 

28 



TYPICAL PRACTICE, FIRST YEAR 



board, with spaces between, 2468 
10 12.) Later during this lesson, 
these figures can be placed on paper 
by the pupils. 

Continue this plan to teach count- 
ing by twos to one hundred. 

To save time and to avoid handling 
an excessive number of packages, the 
teacher may say, "we counted to 
thirty yesterday, class. Let us be- 
gin with thirty today." 



29 



MODEL-STORB DEMONSTRATION DRILLS 

Drill 6 

Counting by fives 

Same plan as drill 5, used for twos, 
can be used for fives or the following 
plan may be employed as a variation. 

Teacher: "Children, we have count- 
ed by twos. We can count by other 
number groups also. Let us, this 
morning, count by fives. Do you 
think you can?" 

Teacher: "What shall we put on 
our counter this morning, Charles?" 

"What do you want, William?" 

(If desired let the class vote on the 
articles to be employed, and count 
the vote by monitors counting hands. 
This arouses interest and inculcates 
the American idea of majority-rule.) 

Teacher: "First row stand, go to 
the store, and each get five cakes of 
soap. Place them on the counter." 
(Teacher sees that they are arranged 
in groups of five, but lets the pupils 
move the packages.) 

Teacher: "Count to yourselves 
the number of cakes in this group, 
class." 

(Class counts silently.) 

"How many, class?" 

"Five." 

(Teacher puts number on the 
board thus: — 5.) 

Teacher: "Count the first two 
groups, class." 

"How many are there, John?" 

"There are ten cakes of soap." 

(Teacher or board-monitor places 
the number 10 on the board leaving 
a small space between that number 
and the five before it, placed thus: — 
5 10.) 

Teacher: "Now who can tell me 
how many cakes are in the first three 
groups? Count very carefully." 



30 



TYPICAL PRACTICE, FIRST YEAR 



(Calls for hands.) 

"How many, Harry? How many, 
Susan? How many, class?" 

Teacher places number 15 on the 
board after the 10, thus 5 10 15. 

Teacher points to each group suc- 
cessively, and says five — ten — fifteen. 
Asks class to count with her five — 
ten — fifteen, asks individual pupils 
to count five — ten — fifteen. 

Proceed in this manner to 25 for 
the first lesson, in each instance 
placing figures on the board at each 
step. 

Teacher counts by fives to twenty- 
five, and asks class to count in con- 
cert and members to count individu- 
ally. 

Continue this plan teaching fives 
to one hundred. Much drill and 
review is necessary in all this work. 

Variation Practice and Counting 
by tens 

Not much Store work should be 
attempted in counting by tens as 
it makes many packages to handle. 
The following plan may be used as 
an object lesson: 

Appoint one pupil as storekeeper. 
Make the selection an honor. Have 
three pupils go to the store and get ten 
small articles each. Place them in 
groups on the counter. Proceed as 
in counting by fives. It is sometimes 
possible to have part of the class 
record the spoken counting of those 
at the store on the boards, and let 
the rest move to seats opposite the 
boards and act as critics, watching 
for errors, changing places with the 
board operators at intervals. 

Since the packages are few in 
number and not moved far from the 



31 



MODEL-STORE DEMONSTRATION DRILLS 



store shelves, their return is not 
part of the drill, the pupils handling 
them setting them in place at the 
close of the drill. 



32 



Notes 



33 



MODEL-STORE DEMONSTRATION DRILLS 

SECOND YEAR— FIRST HALF 

Continue drill in use of forty-five 
combinations in addition, as in pre- 
ceding -drills, also reversed for sub- 
traction practice. 

Series work in addition may be il- 
lustrated by similar plays counting 
to fifty by 2's beginning at o and 
beginning at 1 : count to 50 by 3's, 
beginning at o — at 1 and at 2; also 
by 4's from o — 1 — 2 and 3. 

Subtraction {Austrian method) . Em- 
ploy the plan of drill 3 or of drill 4 
"counting backwards" in effect. 

Adding Columns. Sum Not to 
Exceed Nine 

Not much should be done with the 
store in connection with this as the 
purpose of column adding is to instill 
rapidity in using figures, not objects. 

Drill 7 

Adding Columns 

The following game can be given 
with the object of training pupils' 
minds in concentration and memori- 
zation. 

Teacher writes columns of figures 
on board as: 

3 3 3 4 2 

22333 

1 2 2 1 2 

1 1 



and says, "The storekeeper made a 
list of the things he sold. The first 
column is baking powder, the second 
column is cocoa, the third soap," etc., 



34 



TYPICAL PRACTICE, SECOND YEAR 



writing b. p., c, s., etc., above each 
column as she speaks. 

William bought 3 cans, (pointing 
to first figure) John bought 2 cans, 
(pointing to the figure below) Harry 
i — How much baking powder did 
the storekeeper sell? 

Places pointer under first column 
instructing children to add silently. 
Erases and calls for hands. Quickly 
commands, "stack up this number of 
baking powder cans, Harry." Harry 
runs for packages, places them on 
counter. Children at signal from 
teacher give answer. If number of 
packages is correct, as a reward, 
teacher places on the board the name 
of pupil who brought the correct 
number of packages. Teacher pro- 
ceeds quickly with other columns. 



35 



MODEL-STORE DEMONSTRATION DRILLS 

SECOND YEAR— SECOND HALF 
Drill 8 

Subtraction, Austrian Method 

Combined with former method of 
teaching subtraction. 

Teacher places examples on board 
as follows: 

989789 
122333 



Teacher points to 1 (under 9). 

Teacher: "Get me one box, Mary. 
Choose the one you like best." 

Mary places it on teacher's desk. 

Teacher points to 9 (above 1). 

"Get me enough more of the same 
boxes to make 9, John." 

John gets 8 (knows this from the 
combinations) and places them in 
a group near the others. 

Teacher: pointing: "How many, 
class?" 

"Eight." 

Teacher places 8 under example 
and repeats: 

"One and what make 9, class?" 

"One and eight make nine." 

Teacher places objects in one group. 

"How many have I, class?" 

"You have 9." 

Teacher points to nine quickly. 
Takes away one from group. 

"How many have I left, class?" 

"You have 8 left." 

"Then 1 from 9 leaves how many?" 

"1 from 9 leaves 8." 

Teacher: "All in this (one) row of 
desks, march to the store. Each se- 
lect the thing you want, and get 12 
boxes of that kind. Return to desks 
with boxes." All the above examples 
can be demonstrated with twelve boxes. 



36 



TYPICAL PRACTICE, SECOND YEAR 



(At the close of each example, pupils 
pass boxes to adjoining desks until 
the boxes have traveled across all 
rows and all pupils have had visual 
practice.) 

Drill on this with individual pupils 
and with class. 

Continue same process with other 
examples. 



37 



MODEL-STORE DEMONSTRATION DRILLS 

Drill 9 

Multiplication Tables 

To show that multiplication is 
simply a quick and easy way of 
adding. 

This lesson may be adapted to any 
one of the tables. 

Teacher sends class to store by 
rows. Each pupil to get specified 
number of boxes, six for the six times 
table, etc., and place them on his own 
desk. Teacher passes among the 
desks, points to three pupils, and 
says: 

"How many boxes have you three 
children all put together? Get to- 
gether, count up, and find out." 
Next four and next five pupils, gather 
together and count up. 

(This gets them into groups, play- 
ing, correcting each other's mistakes.) 

Teacher: "How many have you 
six children?" 

"How many have you eight?" 

"How many have you two?" 

"How many have you five?" 

Teacher forms as many groups as 
she thinks advisable: then goes back 
to the first group of three children 
and says: 

"How many did you count?" 

"Eighteen." 

"Then eighteen is three sixes or 
three times six or six times three. 
Now if you will remember that, you 
will never have to bother to count 
up again." 

"Let us remember how many three 
sixes are." (Drills on this for some 
time with individual pupils and with 
class as a unit before passing on to 
the next group that she appointed.) 

At this point call thetr attention 



38 



TYPICAL PRACTICE, SECOND YEAR 



again to how long it takes to "count 
up" and how easy it is to remember 
that 3 sixes are 18. "It saves trouble 
all your life to remember these pro- 
ducts, so they have been made into 
tables, called the multiplication tables 
so you can easily learn them and 
save time all your life long." 

Take up each combination in the 
same way, always impressing the 
fact that memorizing saves trouble. 
Pupils will be found much more will- 
ing to struggle with the tables after 
much labor of counting up, while 
the very act of counting has itself 
fixed the figures involved in their 
minds. Returning boxes to shelves, 
order one pupil from each group to 
carry back all the boxes that group 
had, reporting at the store. "Three 
of us had six boxes each. Three 
sixes are eighteen. I am returning 
eighteen boxes," etc., etc. 



19 



MODEL-STORE DEMONSTRATION DRILLS 



Drill 10 

First Step in Division Correlating with 
Multiplication. 

Teacher appoints a salesman and 
calls for six (or other number) volun- 
teer "purchasers" who each select 4 
(?) boxes all of one kind, from the 
stock in the store. 

Teacher : "Mr. Salesman have you 24 
boxes of one kind? Put them out for 
Sale." 

Teacher: (to purchaser) "Please buy 
all of those boxes and divide them 
equally among you. Now be fair, 
don't let anyone get more than his 
share." (Thus appealing to a natural 
tendency of children at play.) 

"How many have you together! 

"24." 

"How many have each?" 

4- 

"How many children have four?" 

"6." 

"Then how many fours have we?" 

"Six fours." 

"Then (24) boxes divided by (six) 
gives how many for each?" 

Teacher questions and drills. 

Teacher continues throughout (six) 
table using above process. 

Teacher also may at the same time 
review multiplication drills. 

Example : 

Six fours are twenty-four. 

Six sixes are thirty-six, etc. 

Return boxes to shelves as in any 
previous drill, practicing multipli- 
cation, addition or subtraction. 



40 



TYPICAL PRACTICE, SECOND YEAR 



Drill 11 

Addition with Money 

Simple use of money for drill in 
addition, subtraction and multipli- 
cation. To be used in second and 
third grades. The printed paper 
money forms used in the bookkeeping 
classes could be used here to great 
advantage. These could be easily 
obtained from the commercial de- 
partment. Most schools will find 
toy money on their requisition lists. 
If not send to Educational Foundations, 
Model-Store- Keeping Department, for 
a supply. Many teachers use real 
money, and get it back by requir- 
ing all practice to be checked up 
and correct before close of lesson so 
that every cent is counted. 

Supply each pupil with several 
one cent, five cent, and ten cent 
pieces. (Envelopes will serve as purs- 
es.) 

Teacher: "We are going to play 
store today. Who wants to be a 
salesman?" Select salesmen by vote 
of class, by teacher's preference, or 
by class standing (merit system) or 
because of specific interest in the 
work. Make as much "play" of 
this selection as necessary to awaken 
the interest of all. 

Teacher: "First row go to the store 
and each buy one package of a 10- 
cent article, and one at five cents. 
Take exactly the money you need. 
Carry purchases to your desks. 
(Watch the buying for errors. Make 
sure there are enough salesmen to 
avoid delays or crowding). At end 
of selling: — 



41 



MODEL-STORE DEMONSTRATION DRILLS 



Teacher: "How much money did 
you spend, Jack?" 

"Fifteen cents." 

"How much did you spend, Mary?" 

"Fifteen cents." 

If mistakes are made, teacher 
places the combination on board and 
drills rapidly. 

Teacher may quickly send other 
students with different combinations 
of money, for further drill. 

Subtraction (with money) 

Teacher: "Next row take (ten) 
cents each to the store and each buy 
one box that costs (five) cents. Re- 
turn with your change." 

"How much change have you left, 
Mary?" 

"Five cents." 

"How much change, Walter?" 

"Five cents." 

If mistakes are made anywhere, 
drill on correct combinations with 
figures placed on board. 

Continue this drill through sub- 
traction combinations. 

Multiplication (with money) 

Note: The teacher may use the group formation 
in upper grades to produce 5x5x5, etc., or may 
ignore the third item of that problem for lower 
grades. 

Appoint salesman in any preferred 
way. 

Teacher: — "These five pupils each 
buy five articles at five cents each." 

"These four pupils buy seven things 
at five cents each." Or direct them to 
spend 35c on 5c articles. 

"These three pupils buy four boxes 
at five cents each." 

(Let pupils choose the pieces of mon- 
ey they wish to take as there is no 



42 



TYPICAL PRACTICE SECOND YEAR 



change desired here.) (This is also 
good rapid drill in addition.) 

Teacher questions members of the 
first group: 

"How much did you pay?" 

"Twenty five cents." 

To second group : 

"How much did you pay?" 

"Thirty five cents." 

To third group : 

"How much did you pay?" 

"Twenty cents." 

Teachers may continue this drill as 
deemed advisable. 



43 



MODEI/-STORE DEMONSTRATION DRILLS 

THIRD YEAR— FIRST HALF 
Drill 12 

Short Division 

Use preceding drills as required 
with increased numbers. 

Short Division. "To give thorough 
and systematic oral drill as a prepa- 
ration, before asking a child to use 
2 as a divisor, he should be able to 
tell instantly how many times, with 
remainder, 2 is contained in every 
number to 20" (From New York State 
Syllabus.) Drill 12 is to accomplish 
this quickly and easily. 

Appoint salesman as usual. 

Teacher: "Each buy 10 boxes at 
the store today." (Or have one 
salesman and one purchaser, others 
at blackboard, the rest as "critics" 
as described at end of Drill 6.) 

(This produces rapid-drill in multi- 
plication, calling out the purchases 
as fast as made; use of money is 
slower but sometimes better, use own 
judgment according to the progress 
of the class.) 

Teacher: "Set aside 3 boxes and 
use the remaining boxes." 

"How many will you use — (7)?" 

"Place these seven in groups of two 
on the desks and if you have any 
left over, set it aside." 

Teacher questions class: 

"How many twos have we?" 

"Three twos." 

"How many boxes over?" 

"One box." 

"Then there are how many twos 
in seven?" 

"There are three twos in seven." 

"How many over?" 

"One over." 



44 



TYPICAL PRACTICE, THIRD YEAR 



Teacher: "Now take ten pack- 
ages," (group in twos, and drill as 
before.) 

Teacher: "Now each of you take 
a partner and combine your boxes." 

"How many have each pair of 
partners?" —20. 

"Set aside 5." 

"How many have you?" — 15. 

Use 15 packages, group in twos and 
drill as before. 

Group for 17, for 12, for 14. 

Pupils should be thoroughly drilled 
in above operations before attempt- 
ing any such example as the follow- 
ing: 

2) 174283 

In returning boxes to shelves, 
handle them by pairs, counting total 
twos used by whole class, or received 
by each salesman if there are more 
than one, etc. A variety of ways of 
making practical use of the return 
and hastening its progress thereby 
will occur to every teacher. 



45 



MODEL-STORE DEMONSTRATION DRILLS 

Drill 13 

Practice in measuring 

(Supposing inch and foot have been 
taught by the use of the rules.) 

Get Rectangular boxes into the hands 
of the pupils by means of any pre- 
ceding drill in purchasing, using the 
play as rapid-drill in past work. 
Specify that they shall purchase only 
rectangular boxes in first lesson, 
(later they may use round boxes and 
measure circumference by strips of 
paper and flat rules.) 

If preferred, delay store practice 
and begin as follows: 

Teacher: "How many of you re- 
member how long an inch is? Draw 
one on your paper. Now measure it 
with your ruler and see how near 
right you are." 

"How near to an inch is the second 
joint of your index finger? Measure 
it." 

"Mentally pick out a box in the 
store." 

"Write down its name." 

"Write on your paper the number 
of inches you think it measures, the 
longest way." 

(Teacher then has each pupil sup- 
plied by monitors with the box called 
for, or marches class by the store to 
pick out or purchase their boxes.) 

Teacher: "Now take your ruler 
and measure the box and see exactly 
how long it is. Put this number on 
the paper by the side of your other 
number." 

Teacher: "How many had it 
right at first?" (Probably not any.) 

"How many had it nearly right? 
John, how many inches did you 
guess and put down at first? How 



46 



TYPICAL PRACTICE, THIRD YEAR 



many did you find it to be when you 
really measured? Mary how many 
inches did you guess and put down?" 

"How many did you find it to be 
when you measured?" 

Teacher: "Let us see if we can 
tell how wide the box is?" etc., at this 
point square or surface measure may 
be referred to to advantage. Some 
syllabi require it at this stage. 

Proceed until the box has been 
measured as to length, width and 
thickness. Students may exchange 
boxes (a few moments of relaxation) 
and thus have a different box to 
measure and a renewed interest in 
the work if the lesson period is lone 
enough. 



47 



MODEL-STORE DEMONSTRATION DRILLS 



Drill 14 



Combination drill in measurements 
and division 

Teacher: "Let us use our own desks 
as counters this morning." 

"First measure your desk to see 
how wide it is in inches." 

"We will now each choose several 
packages that are of one kind that 
we would like to sell." 

"Choose any kind you wish, but 
get all of the same size." 

"Now go to the store, this row first, 
and measure the width of the boxes 
you wish to put on your counter. 
Take as many packages of this 
article as you think you will need to 
make one row across your desk. Place 
them close together along the back 
edge of your desk. Then sit in po- 
sition." 

(Send the rows as rapidly as pos- 
sible without confusion. If class is 
large, two or more pupils may use 
one set of boxes on one desk. Teacher 
passes down the aisle choosing differ- 
ent pupils and asking,) 

"How wide is your desk, James?" 

"How wide is yours, Mary?" 

Make sure by such questioning 

that all the pupils have the correct 

width of the desk. (Suppose it is 27 

inches.) 

"How wide were your packages, 
Jack?" 

"How many did you put on your 
desk?" 



48 



TYPICAL PRACTICE, THIRD YEAR 



"Did you have any space left over?" 

"How many inches did you have 
left over?" 

"Then how many (sixes?) in twenty 
seven?" 

Continue this drill, exchanging 
boxes, to review the division tables. 



49 



MODEL-STORE DEMONSTRATION DRILLS 

Drill 15 

Lessons in fractions 

This drill can easily be elaborated 
for first demonstration of cancellation. 

"Let each write on paper one 
thing which you would like to buy 
this morning." (All write.) 

"John, what did you write?" (Sup- 
pose he wrote corn flakes.) 

"How many wrote corn flakes?" 
(count hands.) 

Ask someone who did not raise his 
hand what he wrote, then ask how 
many wrote that article. Hands. 
Send a representative of the largest 
group first, to buy the article that 
most of the children have chosen; 
second, the choice of the next group 
and third, the article chosen by the 
third group. Carry out purchas- 
ing as oral practice. Try to use the 
diffident ones and teach them to 
speak aloud freely. 

Teacher: "John, you have bought 
two boxes of corn flakes. Mary, 
bought three of baking powder. 
Jane, bought four of chocolate." 

"Place them in groups, (on teach- 
er's desk, store counter, chalk rails 
or elsewhere in plain view) and stand 
beside them." 

Teacher: "How many in the first 
group, class?" — "Two." 

Teacher places 2 as a denominator 
on blackboard as follows: A 

"How many in the second group, 
class?"— "Three." 

Place 3 as denominator as before /£ 

"How many in the third group, 
class?"— "Four." 

Place the four as a denominator A 

"Mary, hold up the two packages 
one in each hand." 



50 



TYPICAL PRACTICE, THIRD YEAR 



"How many in this purchase, 
class?" 

"How many in her right hand?" 

"What part of her purchase is 
that?" Try to get the answer. If not 
give it. 

One is one-half of her purchase." 

' ' We write one-half like this . ' ' Place 
i over the two already written on 
the board: producing A. 

"How many packages has Mary in 
her left hand, class?"— "One." 

"What part of her purchase is 
that?"— "Half." 

1 ' How many halves in her purchase ?" 
"Two." 

"Are there always two halves in 
any one thing?" etc. 

Using this same plan, develop 
A, A, A, A, y$ from the purchase of 
the three articles and the four arti- 
cles. 

Return purchases to store-keeper 
A, A etc., at a time. 



51 



MODEL-STORE DEMONSTRATION DRILLS 

Drill 16 



Drill in reading and writing United 
States Money 

(It is common practice to teach the 
writing of U. S. money without neces- 
sarily identifying the cents as deci- 
mal fractions; but the same drill 
can be used for both purposes, by a 
slight difference in the questions 
asked by the teacher. Toy money 
should 'be distributed in envelopes, 
previously sorted by volunteer moni- 
tors out of school.) 

Teacher: "Children, how many of 
you have ever been on a camping 
party?" (Any outing, local picnic or 
other expected event of interest can 
be mentioned to advantage.) 

"If we were going to camp today, 
what things in our store would you 
like to take. Each of you think of 
something." 

"First row take your money, go to 
the store and buy the article or 
articles you thought of." 

"Second row take money, go to 
the store and buy the article you 
thought of." (Until entire class has 
purchased something.) 

"John, stand and tell me what you 
bought and how much you spent." 
(For drill in English.) 

"I bought 7 packages of ( ) 

at ten cents per package. I spent 
70 cents." 

Teacher: "In order that we may 
know what all the things cost us for 
the camp, let us write down the 
amounts as they are given." (Using 
the period and dollar sign.) 

"Let us write them in columns, 
each row separately." 
"Class write seventy cents." 



52 



TYPICAL PRACTICE, THIRD YEAR 



Teacher proceeds in like manner 
through the first row, instructs them 
to draw line and add first column 
quickly. Tells them to stand when 
they have added it. When all the 
class is standing find correct answer 
by questioning, place it on board, 
writing and explaining dollar-sign 
and decimal point. 

Proceed in like manner through 
the entire number of rows. Then 
have the class add the sums of the 
different columns. This will be the 
cost of all the things they have chosen 
to take to the camp. 

Drill suggestions for balance of 
third year 

Multiplication tables, io's, n's 
and 12's and their use as divisors in 
short division may be practiced as 
in previous drills by purchasing at 
wholesale, handling one box of each 
(or a few boxes or tins) as samples of 
goods bought in large quantities, 
say by the hundreds. The teacher 
should determine the number to be 
ordered before the lesson at first, 
to insure easy problems that will help 
pupils to grasp the principles in- 
volved. 

Having obtained total cost of 
purchases by store drill (in multi- 
plication, or addition) divide the 
class into groups of partners, ten in 
this, eleven in that and twelve in 
the other, etc., often changing them 
about. Use their own names as 
John Smith & Co., Jones, Robinson 
& Company to hold their attention. 

Ask each partner to determine his 
own share of the purchase they made, 
thus dividing by 10, 11, 12. 



S3 



MODEL-STORE DEMONSTRATION DRILLS 



Handling, counting and dividing 
packets is the surest means of fixing 
in pupils' minds the meaning of 
"prime numbers" and the identity of 
those up to 23. 

Tests for divisibility of numbers by 
2 > 3> 5> 9 an< i IO (short methods) are 
better understood if the number of 
boxes representing the sum of the 
figures are assembled (by any drill 
in fundamentals) and handled by the 
class, dividing them into groups to 
see if the division can be made to 
"come out even" or not. For in- 
stance, 1 796 1. Is it divisible by 3? 
1 plus 7 plus 9 plus 6 plus 1=24. 
3 in 24, 8 times. Yes. Ta.ke 24 
packets, divide into groups of 3. It 
comes out even — none over. Ans. 
affirmative. 

Relief from rigidity and silence, 
permitting conversation during such 
practice is a help to the pupils and 
promotes individual expression. By 
introducing the terms and definitions 
"factor," "prime factor," also addend, 
sum, minuend, subtrahend, remain- 
der, multiple and multiplier, prod- 
uct, dividend, divisor and quotient, 
as previously taught, in these talks, 
the pupils will be found familiar 
with the nomenclature of their arith- 
metic before the teacher realizes it. 

In such conversational periods, with 
the packets to focus attention, linear, 
and surface measures, measures of 
volume, etc., can be brought up and 
made clear with ease, paving the 
way to learning the tables. 

The Roman numerals can be made 
as interesting as a new story. The 



54 



TYPICAL PRACTICE, THIRD YEAR 



story that the four "I's" for IV on a 
watch face was an error of Napoleon 
which he covered up by compelling 
the watchmakers to perpetuate his 
mistake can be employed to advant- 
age. 

The "get-together" effect of an 
occasional period of such relaxation 
work is a wonderful help to the teacher 
and its value shows up at examina- 
tions. 



5S 



MODEL-STORE DEMONSTRATION DRILLS 



FOURTH YEAR— FIRST HALF 

Preceding drills are used with 
larger numbers and any desired 
changes of detail in the store "play" 
that will make the pupils' interest 
more keen. 

The expansion of Roman numerals 
can be developed (it is usually re- 
quired at this time) and the common 
commercial practice of using a crossed 
"M" for "thousand" can be prac- 
ticed by purchasing at wholesale 
by thousands freely. 

Omitting money, and holding "lim- 
it-sales, — everything at half price 
for five minutes" and auctions, pro- 
vide rapid drill in fundamentals, so 
important at this period. Don't use 
the store enough to make the pupils 
tired of it. If interest flags, drop 
it for a couple of weeks until they 
"want to play" again. Their eager- 
ness is the keynote of success in 
using the Model-Store equipment. 

Writing "orders" during language 
period, to be filled at the "store" 
during arithmetic period uses the 
store equipment in its most obvious 
way, for buying and selling, and 
provides wide variety of rapid drills 
in the fundamentals and in U. S. 
money, writing and reading numbers 
and expressing dollars and cents 
on orders and on "sales slips" and 
simple problems in bills. Drill 15 
may be employed for cancellation. 

Frequent inventories — See Drills I 
to VIII — are useful at this period. 



56 



TYPICAL PRACTICE, FOURTH YEAR 



Drill 17 

Multiplication with whole or mixed 
numbers 

Teacher places model problem on 
board in front of class as follows: 
"How much will — boxes of — cost 
at — cents per box?" 

Teacher: "Each one write on paper 
a problem like this one you see on 
the board, but choose for yourselves 
both the article you wish to buy and 
how many. 

"Write as well as you can for when 
you finish you are to exchange your 
example with your next door neighbor." 
Teacher should have the trans- 
actions actually take place by pur- 
chases at first drill. Later have goods 
delivered by monitors; or simply 
choose by observation, leaving store 
undisturbed. 

Class proceeds with the work. 
Pupils exchange papers with others 
who correct the work, and stand as 
soon as finished. Class seated as soon 
as all have finished. Call for those 
who had example correct to raise their 
hands. Follow this plan for at least 
three examples. Have the papers 
handed in at the close of the lesson, 
mark and return them to the pupils 
for further correction. 

Note: Many preceding drills can be employ- 
ed at this time. The obvious uses of the 
store in buying and selling can be employed 
freely in many ways. 



57 



MODEL-STORE DEMONSTRATION DRILLS 

Drill 18 

Addition of fractions 

Teacher asks "Who will be store- 
keeper? We want only one today" 
(Storekeeper chosen by teacher, by 
vote or any interesting method.) 
When chosen, say: 

"John, since you are storekeeper 
this morning, arrange the boxes on 
your counter in groups, each group 
to contain five like articles." 

"How many in the first group, 
Class?" 

"Five." 

Teacher directs storekeeper to hold 
up one article and asks. 

"What fraction of the group is this, 
class?" Develop answer carefully, 

"One-fifth." 

"How many fifths in the whole 
group, class?" 

"Five " 

"Mary, go to the store and buy 
any part of the first group, but not all." 

Mary goes to store and says "Good 
morning, will you please sell me 
(three?) of these" — (naming article). 
(Develop appropriate and courteous 
conversation.) 

"Next — James, go to the store and 
buy all that John has left of the 
first group." (In similar formal play 
John buys [two?] — all that are left.) 

Teacher: "How many fifths did 
Mary buy, class?" Teacher puts the 
number on board when given, viz. 2^. 

Teacher: "How many fifths did 
John buy, class?" Teacher puts this 
number after the other and says: 

"Three-fifths and two-fifths are 
how many fifths, class?" 

"Five-fifths." 

"Then five-fifths is one whole 
group." 



58 



TYPICAL PRACTICE, FOURTH YEAR 



"Let us put the example on our 
paper, 2/5 plus 3/5 =5/5 = I -" 

Direct the next group to be sold to 
three pupils, develop as above. The 
next group to be sold to four pupils, 
etc. 

18-B 

A Simple drill in Addition, or Sub- 
traction or Reduction of Fractions. 

Purchase 36 boxes, (or other num- 
ber) seeking such as may be offered in 
cartons holding 1 doz. or y 2 doz. etc., 

each. 

A group of cartons is the pupil's one 
order, the unit. Each carton is a 
fraction of the order, each box a sub- 
fraction. 

Application: Objective handling, 
counting and grouping of the boxes 
and cartons. 

Reduction Example— In 1 order are 
3 cartons. In 3 cartons are 36 boxes. 

1 carton is 12/36 or yi of the order. 

1 box is 1/36 of the order. 

Six boxes are 6/36 or 1/6 of the 
order. 



59 



MODEL-STORE DEMONSTRATION DRILLS 

Drill 19 



Addition and subtraction of fractions 
with reduction of improper fractions to 
mixed numbers. 

Select Store- Keeper as in previous 
drills. Follow general procedure of 
Drill 1 8. Direct storekeeper to array 
several piles of boxes (say) 7 boxes in 
each pile in an attractive way. Vary 
the number for fractions with differ- 
ent denominators. 

Salesman now sells to one pupil a 
fractional part of the first group. To 
a second pupil a fractional part of 
the second group, and so on until a 
part of each of the groups has been 
sold. Have the pupils who have 
bought the articles stand, and direct 
the class to write the number of 
sevenths the first pupil bought, and 
so on, making several fractions to 
add. If the sum comes out an 
improper fraction it may be changed 
as follows: 10/7 = 1-3/7. 

To illustrate and prove have the 
purchases placed in one group and 
ask some other pupil to arrange them 
in groups of seven. Let him tell how 
many groups he has and how many 
packages or sevenths over 

For rapid drill. 

For this work the monitors may pre- 
pare the goods on the counter in 
groups each group containing a spe- 
cific number of packets, as determined 
by the teacher. 

Instruct each purchaser to buy only 
part of the pile and never to take 
away the entire pile. 

If seven is the determined number 
and there are seven boxes in each 
pile, as the purchaser-pupils pass the 
counter each takes any number of 



60 



TYPICAL PRACTICE, FOURTH YEAR 



boxes from any one pile that each de- 
sires, leaving some in place. 

The teacher then questions the 
salesman as to how many sevenths 
have been sold and how many 
sevenths remain, pointing to one pile 
at a time for each question. 

Teacher then questions purchasers 
as to how many sevenths they have 
bought, causing them to compare 
the number they have in their hands 
with the total number in the original 
pile. Advanced classes in practice 
may call off the fractions as the 
"sales" occur, requiring no questions 
after sales. 

Note: Sometimes two or three will have pur- 
chased a packet or two all from the same pile 
making this lesson very varied. Ii conducted 
rapidly it arouses keen interest and causes all the 
class to pay close attention. 



61 



MODEL-STORE DEMONSTRATION DRILLS 

Drill 20 



Interchanging a mixed number and an 
improper fraction 

Note: Teacher should determine 
the number of boxes to be purchased 
in advance of this lesson. 

This practice, obviously, can be 
worked both ways at the teacher's 
direction. 

Teacher asks, "Who would like 
to be salesman this morning?" 

Appoint one salesman for each row 
of desks and designate "ist row sales- 
man," 2nd, etc. 

Rapid Drill in fundamentals — mul- 
tiplication. 

Buy from the salesman for your 
row, 5 articles of one kind. Verbal 
purchase, rapidly; salesmen correct 
errors. Ascertain total of sales by 
multiplication. Take packages to 
desks. 

Teacher: "Four pupils stand at 
desk." 

"How many have we in each of 
their four piles, class?" 

Ans. "Five." 

"If we divide each pile into fifths, 
how many fifths would one package 
be? — Two packages? — Three pack- 
ages? — Four packages?" 

"And the whole pile, or five pack- 
ages?" 

Ans. "Five-fifths." 

"Then if there are five-fifths in one 
pile, how many fifths in all of the four 
piles put together?" — Await answers. 
When correct answer appears, teacher 
writes 20/5 on board. 

"Let us take away three packages 
from this pile." (Monitor or teacher 
removes them.) 

"We have taken away three-fifths 



62 



TYPICAL PRACTICE, FOURTH YEAR 



of a pile. Then we have three whole 
piles and two-fifths of a pile over." 
Monitor, clerk of store or teacher 
writes 3? 5 on board. 

"How many fifths are there now all 
together?" Get answer and be sure 
all see it clearly. Observe slower 
pupils, and if need be, let them walk 
to desks in use and count the pack- 
ages aloud for the benefit of all. When 
absolutely clear teacher writes 17/5 
on board and works it out by short 
division placing answer 3%. 

"Then 17/5 of anything equals 
three whole ones and two-fifths over." 

Teacher continues taking three 
piles and four-fifths, two piles and 
one-fifth, etc. Teacher in this way 
shows class, each time working it 
out on the board by short division, 
thus illustrating objectively the chang- 
ing of a mixed number to an improper 
fraction. 

Cause three or four other pupils to 
stand and repeat similar practice as 
desired for other combinations. All 
pupils may set aside one package for 
drill in fourths, or two for drill in 
thirds according to available time. 

Returning packages, teacher orders ; 
"Each pupil pass one of these pack- 
ages (from hand to hand) back to 
monitors for return to shelves." 

Teacher: "How many fifths of 
your original purchase have you left?" 

-4/5. 

Teacher to salesman : "What frac- 
tion of your entire sales have you 
had returned?" (Point to all re- 
turned packages.) 

Ans. "One fifth." 



63 



MODEL-STORE DEMONSTRATION DRILLS 



"What fraction do you want now?" 

Ans. "The other four fifths" — 

"Pass" — Thus returning all packages 

to the shelves speedily. End of 

store practice. 

This last operation demonstrates 
that multiplying (or dividing) both 
numerator and denominator of a 
fraction by the same number does not 
change the value of the fraction. 

All of the "Three principles in 
fractions" can be so easily demonstra- 
ted during Drills 15 to 21, (and several 
others), that a separate drill-plan for 
this subject seems unnecessary. 



64 



TYPICAL PRACTICE, FOURTH YEAR 

Drill 21 

Subtraction of Fractions 

Subtraction of a fraction from a 
whole number — (Two lesson sugges- 
tions) 
1st lesson. 

Teacher: "Shall we use the Model- 
Store today?" (Appoint one sales- 
man for every desk-row or group- 
division of pupils.) 

Conduct purchases verbally as rapid 
drill in multiplication, or use toy 
money if class is in special need of 
such drill. Using money takes more 
time but fixes the drill more firmly in 
the memory. 

Teacher: "When you buy, be 
careful to select only one brand and 
size of goods. Whether you buy 
candy or soap or baking powder or 
pens get only one sort, and as many 
of the kind you select as I tell you 
to buy." 

"First row form line; all go to one 
salesman and buy three articles of 
one kind. Second row; go to your 
salesman and buy five like boxes: 
third row, similarly, buy four" — etc., 
until each row has been directed to 
buy a specific number. "Take them to 
your desks." 

When drill is over, teacher says: 
"Each of you set aside a part of your 
purchase, choose for yourself whether 
to set aside one or two or three, etc., 
and find what fraction of your pur- 
chase you have left." 

Have pupils stand and recite. 

Teacher: "How many packages 
did you purchase, John?" 

"My purchase was seven pack- 
ages." 

Teacher: "How many did you set 
aside?" 



65 



MODEL-STORE DEMONSTRATION DRILLS 



"I set aside 2 of them." 

"What portion of your purchase 
was that?" 

"Two-sevenths of my purchase." 

Teacher: "What portion remain- 
ed?" 

"I have five-sevenths of my pur- 
chase left" — etc. 

(Have many pupils recite placing 
example on board as each one gives 
it, viz., 1 minus 2/7 = 5/7, etc. 

Packages returned to store: 

2nd Lesson 

Rapid drill as before, securing 
packages by purchase. 

Direct each pupil to purchase the 
same number of packages — as — three 
or four or five. 

Direct two rows to work together 
in pairs — three rows to work to- 
gether in groups of three pupils each, 
or combine them so that no pupil 
works alone. 

Direct each group to set aside some 
part of the grouped purchases. 

Teacher asks: 

"How many purchases had this 
group all together?" 

"Four." 

"How many boxes all put together?" 

Teacher finds four purchases, total- 
ing sixteen boxes. 

Teacher or clerk puts the figure 4 
on the board. 

"How many boxes did you set 
aside?" 

"Five boxes." 

Teacher: "What fractional part of 
one order is set aside?" 

"One whole order and one-fourth 
of an order over." 

Place example on the board as it 
develops. 



66 



TYPICAL PRACTICE. FOURTH^YEAR 



Teacher: "What part of the four 
orders have you left?" 

"Two whole orders and three- 
fourths of an order." 

Example now on the board is as 
follows : 

4 minus 1^4=2^ 

Question by groups placing each 
example on the board as each group 
gives it. 

Develop that the denominator is 
simply the name of the purchase; 
that "nominate" means to name, as 
"Sevenths" is the name of a fraction, 
"Fifths" is the name of another 
fraction, "Fourths," etc. 

Return boxes to store as before. 



67 



MODEL-STORE DEMONSTRATION DRILLS 



Drill 22 



Multiplication of a whole number by a 
fraction 

(This drill can also be slightly- 
varied to demonstrate changing frac- 
tions to equivalent fractions of higher 
or lower denominations and reducing 
them to a common denominator.) 

Here also each order is the unit — 
the number of articles the fractions. 
Appoint salesmen in any of the 
usual ways. 

Teacher: "This is bargain day at 
the store. We will sell eight of any 
ten-cent article for fifty cents, but 
you must buy eight all alike to get 
the bargain." 

"Half the class (every other one as 
seated) go to the store and buy fifty 
cents worth of any ten-cent thing you 
want. Take them to your desks." 

Teacher: "You each have eight 
boxes that cost you half a dollar. 
All right. Sell half your purchase 
to the boy (or girl) behind you who 
has none." 

Teacher: "To be sure you deliver 
the right number we will figure it 
out." (The class will tell you at once 
that it is 4, and this comprehension 
is what is sought in this lesson.) 

"If you were selling twice as many, 
you would multiply eight by two. You 
are selling one-half as many so we 
must multiply eight by one-half. How 
will you do it?" 

Teacher writes on board 8 times 
1/2 = and pauses. 

She explains process by which she 
does it. 8 times 1/2 = 8/2 = 4. 

Teacher: "So you will sell four 
boxes." Cause class to politely sell 



68 



TYPICAL PRACTICE, FOURTH YEAR 



and deliver the four boxes as language 
practice, and to maintain the play 
interest. 

Teacher: "Now you all have four 
boxes. What did they cost you?" 

Ans. "Twenty-five cents." 

"What fraction of a dollar?" 

Ans. "One-quarter." 

"Let us figure how much each box 
cost you at this bargain sale." 

"Each box is one-fourth of your 
purchase." 

Teacher places on board "25 cents." 

"You each spent 25 cents. Multi- 
ply the twenty-five by the one-fourth 
and you will have what each box cost." 

25 cents times 1/4 = 25/4 = 6 1/4C 

Continue thus objectively to teach 
the multiplication of a whole number 
by a fraction, or elaborate by making 
return of boxes to shelves also a 
demonstration as follows. 

Cause a salesman to address the 
class announcing: 

Salesman: "I find I can sell these 
goods at full price. I will give you 
7 cents for each package." 

Teacher: "How much profit will 
you make on each box by selling 
back?" 

Ans. "Three-quarter cents." 

"How much on your 4 packets? 
Each pupil figure it out on paper and 
as soon as finished, take boxes to store 
and complete the transaction." 

Teacher finally gives verification 
on the board of 4 times 3/4 c. = 12/4 = 
3c. profit. 



69 



MODEL-STORE DEMONSTRATION DRILLS 

Drill 23 

Lesson in bills 

Have model bill on board, covered 
, by map or curtain. 

Appoint two (or more) clerks, 
selecting "quickest" pupils. Place 
them at teacher's desk or end of 
store. 

Appoint as many salesmen as can 
be used without crowding. 

Teacher: "When we go to a real 
store and purchase several articles 
to be sent to our homes, how does 
the grocer or his salesman remember 
what we order?" 

"He writes the names of the arti- 
cles on a paper." 

"Does he write anything except the 
name of the article?" 

(Ask several students. Probably 
the desired answers may be gotten 
from pupils, viz. number of articles, 
price of each, etc.) 

Teacher: "This morning we will 
make out a bill such as a real store- 
keeper might make to send home with 
our goods." 

"Now let us all make out bill 
heads using the form we have on the 
board." (Show the bill on the board.) 

"Make believe you are buying at 
one of the stores your family goes to." 

Teacher: "John, from what store 
do you wish to buy?" 

Teacher: "Each write the name 
of your store on this line, (Teacher 
points to board) write 'Dr.' after 
it." (They may make them out to 
the Model-Store "Dr." if uniformity 
is preferred.) 

Teacher: "Write date here—" 

"Take one dollar, go to the store, 
think of three different things you 



70 



TYPICAL PRACTICE, FOURTH YEAR 



would like to purchase today, sup- 
posing that you cannot spend quite 
so much as one dollar, and buy them." 

"See that change is correct. The 
salesman will write your name on 
the bill." (Show where.) 

If money is used, salesmen keep 
cash book of receipts. 

"Carry boxes to desk. Write out 
items and prices, find total." 

"As soon as you have your bill made 
out neatly take it to clerk," (where 
teacher is watching). When correct, 
clerk signs "Rec'd. Payment," date 
and initials. 

Teacher passes down aisles and as 
fast as pupils finish they take their 
packets back to the store. The 
first ones through may act as dis- 
tributors for the others to insure 
prompt replacement on shelves in 
good order. 

Different ones that have finished 
stand and tell what they bought and 
how much change they have. Teacher 
puts the numbers on the board and 
class adds quickly (drill). 

(The bills may be preserved as a 
basis for prize awards if the school 
is using the model store medal, 
prizes or certificates of merit.) 

In such case pupils may be re- 
quired to make over the bills, out 
of class, if the work is poorly done. 

When whole class has finished, 
teacher asks: ' 

"Have you paid your bill, John?" 

"What have you to prove that you 
have paid?" 

Ans. — "It is receipted." 

"Does a grocer do this when you 
pay his bill?" 



71 



MODEL-STORE DEMONSTRATION DRILLS 



"Yes, he receipts it." 

"How does he do this?" 

Show the form of the receipt on the 
bills, placed there by the clerk. 

"Why should a bill be receipted 
when it is paid?" 

(Discussion and explanation.) 

"Let us have all our bills receipted 
when paid, from now on. That is 
good business." 



72 



Notes 



73 



MODEL-STORE DEMONSTRATION DRILLS 

Drill 24 

Lesson in making change 

Teacher: "When we paid our bills 
during the last store play, how did we 
know we got the correct change?" 

(Ask several pupils how they de- 
termined this. Let them tell how 
they usually find out if their change 
is correct. All ought to know how to 
count change by adding. If so let 
them tell in their own words to the 
class or they may buy something 
from the store and demonstrate 
there.) 

"We will make change as most 
merchants do." 

"I will appoint the storekeeper and 
you may come up one at a time and 
buy. Be sure to bring a piece of 
money not smaller than a fifty-cent 
piece." (Large enough to need change 
after the purchase.) 

Send about half the class to black- 
board to write the figures of the 
sales as they are called off. The 
rest leave their seats and take seats 
facing boards to criticise and call 
out errors when not personally act- 
ing as purchasers. During the lesson 
the two groups exchange places. 

Teacher chooses an apt pupil and 
says: 

"John may buy first and we will all 
watch closely so we may more easily 
tell if our own change is correct." 

John says loudly, "I want a pack- 
age of — . How much is it?" 

Salesman: "Twenty-five cents." 

Pupils at board write down twenty- 
five cents. 

John buys again in same way. 
Noted on boards. 



74 



TYPICAL PRACTICE. FOURTH YEAR 



Teacher: "Class — find total of 
purchase." 

John offers dollar-bill in payment. 

Salesman calls out, "One dollar — 
thank you" — class writes $i. Sub- 
tract total from it while salesman 
counts change by addition (under 
teacher's direction) totals compared 
and corrected. 

Teacher: "Count your change, 
John." 

"Is it correct?" 

"Now, John, they will buy from 
you. You may be storekeeper. Put 
your purchases back on the shelf." 

Next pupil says, "Good morning, 
I wish to buy — (three cakes of soap.)" 
Proceed as before. Gives in pay- 
ment a fifty-cent piece. Continue 
practice as desired. 



1$ 



MODEL-STORE DEMONSTRATION DRILLS 



FOURTH YEAR— SECOND HALF 

Addition and subtraction of mixed 
numbers involving fractions already 
used, is demonstrable by combining 
features of Drills 1 8- 19-20-21 and 22 
in many different ways, changing 
the numbers of articles purchased, 
having half the class buy one quan- 
tity and half a different quantity, 
afterward combining in pairs, teacher 
selecting the numbers to be pur- 
chased in advance to insure easy 
problems that will convey the 
principles involved clearly and 
quickly. 

Drill 25 

Least Common Multiple 

(Teacher measures boxes and se- 
lects exact materials in advance.) 

Teacher: "Today we wish to ar- 
range a neat display of our stock of 
goods just like a show window. The 
boxes are of different sizes but we 
want to make neat piles that are all 
the same height. Remember each 
pile must be the same height as the 
others. We have some boxes 8 inches 
high, some 12 inches high, and others 
only 4 inches high." (Approximately) 

"What is the size of the lowest piles 
that will be of one height." 

Probably no one will be able to 
guess this without help. If desired 
the teacher may have boxes piled ex- 
perimentally by guess work of differ- 
ent pupils, developing how difficult 
it is to find this out. It takes a little 
time, but the impression is so deep 
that the time is well spent. 

Then say : ' ' Do you remember that 



76 



TYPICAL PRACTICE, FOURTH YEAR 



we have had quick and easy methods of 
finding other things by arithmetic? 
Now we wish to find the smallest 
number that will exactly contain 
12-8-4." 

"There is an easy way to figure this 
out. I will show you first and then 
you can prove it by setting up the 
display." 

"What are the prime factors of the 
first number, 12," (put them on the 
board) 3x2x2. 

"What are the prime factors of 8 ?" 
(put them on the board) 2x2x2 
directly under the others. 

"What are the prime factors of 4?" 
(Put them on the board) 2x2 di- 
rectly under, producing the following. 

12 = 2 x 2 x 3 
8 = 2 x 2 x 2 
4 = 2 x 2 

"Now we will find the product of 
all the prime factors that are not re- 
peated. For instance we will take 
(always,) all those that occur in the 
largest number, viz. 2x2x3. In 
the next we find in duplicate the first 
two above but the third number is 
different, it is a 2 instead of a 3, so we 
use the next and now we have 2x2x3 
x 2. The third contains no number 
not found in the other numbers so we 
use no more and simply find the pro- 
duct of those we have which are 2 x 2 x 
3 x 2 = 24. This is called the least 
common multiple. Therefore, if we 
make our display 24 inches high all 
the piles should be even, no matter 
how many boxes are in each." 

"Let us prove this. We will ar- 
range these boxes on our counter and 
make sure." 

(Have selected pupils make the 
stacks to prove this result. Use 
several other combinations of num- 
bers also, to fix this principle in 
memory.) 



77 



MODEL-STORE DEMONSTRATION DRILLS 

Drill 26 

Greatest Common Divisor 

(Teacher makes personal selection 
in advance, of number and kinds of 
boxes to be used.) 

Teacher: "When a merchant ex- 
pects very rapid retail sales, he often 
has the goods arrayed in stacks, with 
exactly the same number of things 
in each stack, no matter whether 
one is large and the other small 
or not. In this way the salesman can 
tell at a glance how many have been 
taken from each stack by noticing 
how many remain. Would you like 
to arrange the store for such a sale? 
Let us hold a 'quick sale' of the fol- 
lowing articles, so in arranging our 
counter this morning, class, we will 
use 20 boxes (baking powder) 15 
boxes (fountain pens) and 10 boxes 
(biscuit) etc., etc." 

"To get them in piles containing 
the same number in each and not 
have any left over, how many shall 
we put in each pile? Each of you 
take a pencil and paper and figure 
out how many there must be in each 
pile." 

(Place on board 20-15-10) 

(While pupils are guessing, select 
one pupil to go to the store to pick 
out and set up boxes according to 
the rsfit solution offered even if it 
is not correct. Then ask some other 
pupil who has perceived the correct 
answer and have his solution demon- 
strated.) 

"This, class, we call, The G. C. D." 

"Now let us see if we cannot do 
this by arithmetic easier than by 
the guessing method" — (Point to 
board 20-15-10). 



78 



TYPICAL PRACTICE, FOURTH YEAR 



"Think of some number that will 
be contained in each of these num- 
bers." 

"What is it, John?" 

"What is it, Mary?" 

(Ask several, and if incorrect an- 
swer is given, show that is it incor- 
rect by placing the number as divisor, 
etc. 

"Now let us try dividing by five." 
Work on board 
5) 20-15-10 
4 3 2 

"Is there any number that will 
be contained in 4, in 3 and in 2, 
James?" 

"No, there is none." 

"Then we know that five is the 
greatest number that is contained in 
20, and 15, and 10 without a re- 
mainder, so it is the G. C. D." 

"Each pile will have five boxes." 

(To fix this in minds of pupils, 
give other combinations such as 24, 1 8, 
1 2 and have them place the boxes each 
time as before to prove and visual- 
ize the work, during or after solution.) 

Excellent rapid drill in fundamen- 
tals may follow with the boxes, so 
stacked, by merely directing class 
to start purchasing. Stop buying 
by a sudden command when goods 
are partly gone. The salesmen and 
the class to call off the sales made by 
observing the depleted piles. 



79 



MODEL-STORE DEMONSTRATION DRILLS 

Drill 27 

Square Measure 

To give the children a conception 
of what square measure is and why 
it is worth while to understand it, 
also how to utilize it, begin (contrary 
to the usual development procedure) 
with a general outline; after which 
the meaning of the various tables 
will be clearer and the whole idea of 
square measure more promptly and 
more thoroughly understood by the 
class. 

If the store is in a central location 
the class may be marched to the store 
or monitors may bring to the class- 
room a sufficient quantity of rectan- 
gular packages from the store. If 
the store is composed of movable 
units, those units containing rectan- 
gular packages may be assembled in 
the class room by monitors. A few 
boxes (such as talcum powder tins) 
that are not truly rectangular, should 
be on hand also. 

The teacher will probably choose to 
paraphrase or elaborate the follow- 
ing brief outlines. 

Teacher: "Can the class tell me 
the difference between an object that 
is rectangular and one that is not?" 

Teacher (to promptest pupil): 

"Point to a rectangular box in the 
store." 

Teacher: "Is this box rectangu- 
lar?" (pointing to one that is not so). 

Teacher: (planning the usual rapid 
drill in the fundamentals) "Go to the 
store and purchase two rectangular 
boxes of different sizes. Conduct the 
purchase verbally, loud enough for 
the whole class to hear, ascertaining 
the cost of your purchase by addition. 



So 



TYPICAL PRACTICE. FOURTH YEAR 

Take your packages to your desk." 

(The use of money would delay the 
rapidity of this drill.) Note: If a 
class has been marched to the store 
this rapid drill would conclude the 
operation at the store and the pupils 
would be marched back to the class 
room carrying their packages. 

Teacher: "The men who made 
these boxes had to figure out how 
much paper or cardboard would be 
required for each thousand boxes 
they had to make. Does any one 
in the classroom know the kind of 
measure they would use to ascer- 
tain the quantity of material re- 
quired?" 

Teacher: "No one?" 

Teacher: "Square measure, about 
which you have not yet learned, is 
necessary for this important trans- 
action which takes place constantly in 
real business of almost every kind. 
Not only do they have to make the 
boxes, but your store-keeper has to 
buy the paper in which he wraps 
them for you to carry home and he 
has to pay for that paper and know 
how much he needs and how much it 
costs. So you will find square meas- 
ure constantly useful to you all 
your lives." 

Teacher: "Square measure is us- 
ually based on the square inch. Who 
can tell me what a square inch is?" 
(Accept answers for what they are 
worth — and if no one gives the an- 
swer as you want it, tell them that 
it is a surface one inch long and one 
inch wide. Show them a model 
square inch of paper). "So a square 
inch is a surface that measures one 
inch on each side." 

Note: Send monitor to the board 
with a foot rule to draw one square 
foot. Explain it. 

81 



MODEL-STORE DEMONSTRATION DRILLS 



Teacher: "Look at the boxes you 
have bought and consider how you 
would estimate the amount of paper 
on the front of a box. You can see 
that if you know the amount of 
paper on each face of the box you 
can by addition and multiplication 
ascertain the total amount that would 
be required." 

Teacher: "Take your rulers and 
measure the front of one of your 
boxes. For this lesson disregard the 
fractions of an inch but take the 
nearest number of even inches." 
Picking up a box from the nearest 
desk (or directing a monitor to pres- 
ent one) she measures a box that is 
6 3/4 by 4 3/4 and directs the class 
to consider it as 7 by 5 inches. 

Teacher: "Now each one take a 
ruler and find the length of the front 
of your box in even inches. What 
is the nearest whole number of yours 
Jack? — John — Mary," etc. 

Teacher: "Now measure the width 
of the front of your box. What is 
the nearest number of inches of 
yours James? Mary? etc. Now find 
the product of the number of inches 
in length and the number of inches 
in width. This, boys and girls, will 
give you the number of square inches 
on the face of your box." Now 
pause here and let pupils work out 
their problems. 

Teacher: "James, how many in- 
ches long and how many inches 
wide is your box?" 

Answer: "It is 7 inches by 5 
inches." 

Teacher: "Then how many square 
inches on the face of the box?" 

Answer: "There are 5 times 7 or 
35 square inches." 



82 



TYPICAL PRACTICE, FOURTH YEAR 



Teacher: "How many in yours, 
Mary?" 

Answer: "My box is 5 inches long 
by 2 inches wide. There are 5 
times 2 or 10 square inches." (Ask 
as many pupils as teacher wishes to 
be sure they understand the mean- 
ing of square measure and the quick 
means of ascertaining it. After- 
ward explain in the usual way why 
this method is employed, using the 
base line of square inches multiplied 
by the abstract number representing 
the other dimension, with blackboard 
demonstration.) 

Measure the other box each pupil 
has, for practice after understanding 
and to deepen and confirm the mem- 
ory. 

Teacher: "Who can tell me an- 
other instance where we might need 
to use square measure?" (Let chil- 
dren talk freely, one at a time, taking 
care to maintain the interest aroused 
by the handling of the packages and 
bringing out such examples as size 
of letter sheets, measuring the floor 
coverings, window shades, painting 
of walls, size of building lots, acreage 
square miles in the town, state or 
United States, and other usual fac- 
tors until you are sure they under- 
stand the importance of the subject 
and the frequent application of square 
measure in actual life. 

If the class has made rapid progress 
in grasping the basic idea there may 
be time to measure the other sur- 
faces of the box to ascertain its total 
surface area, or this may be reserved 
for another lesson. 

(See rapid drill on next page) 



83 



MODEL-STORE DEMONSTRATION DRILLS 

Monitors return boxes to store 

If there is time the return of the 
boxes to the Monitors may be hasten- 
ed and used as rapid drill by the fol- 
lowing direction. 

Teacher: "When I give the order 
to 'pass,' hand your boxes to the 
next scholar in front (or behind, or 
sidewise; — in the direction of the 
store) and continue to pass the boxes 
that come to your desk in the same 
way until the lines are clear, and all 
boxes are on the front desks. Keep 
mental count of all the boxes you 
handle including your own and re- 
member the number." — "Pass." 

Monitors then have all the boxes 
on the nearest desks within easy 
reach. A variation in this play can 
be made by having children from the 
most distant desks, who have no 
transmission of boxes to perform, 
walk to the front row and check the 
number of boxes received at the head 
of each row or assist monitors to move 
the boxes back to the shelves of the 
store. 

Call on different pupils to state the 
number of boxes counted in passing, 
including their own. 



8 4 



Notes 



85 



MODEL-STORE DEMONSTRATION DRILLS 

Drill 28 

Square Measure — Second Lesson 

(Slight changes in teacher's orders 

enable this drill to be used for cubic 

measure demonstration) 

Accomplish distribution of boxes 
as in drill 27, measure top surface 
of boxes, pupils write same on paper. 

Teacher: "You have found the 
surface measure of the tops of your 
boxes. The bottom is the same size 
is it not? Then how many square 
inches in both top and bottom?" 

"Write this number in the space 
you have left for it on your paper." 

"Compute quickly the number of 
square inches in one side." 

"How many" sides are there?" 

"How many square inches in both 
sides?" 

"Write this number in the space 
you have left for it." 

"Compute quickly the number of 
square inches in one end of the box." 

"How many ends has the box?" 

"Then how many square inches in 
the two ends?" 

"Extend this amount in its space 
and find quickly the total square 
inches in the surface of your box." 

(Similarly, measure the other box 
purchased;) then: — 

Teacher: "Change boxes with the 
pupil sitting next to you." 

"Measure his box according to 
these directions." 

"Extend your number and find 
the total." 

Teacher may have them measure 
any number of boxes by exchanging 
with other pupils or buying other 
boxes where exchanging pupils have 



86 



TYPICAL PRACTICE, FOURTH YEAR 



duplicate boxes. After they have 
measured as many as the teacher 
wishes, ask different pupils to read 
their results, placing the answers on 
the black board as follows? 

(Name of box) 292 (?) square 
inches. 

"How many agree?" 

(Name of box) 54 (?) square inches. 

"How many agree?" etc. 

Ascertain from pupils if any had 
all correct, 4 correct, 3 correct, etc. 

Return boxes to shelves as in drill 
27. 



87 



MODEL-STORE DEMONSTRATION DRILLS 

Drill 29 

Obvious applications of liquid meas- 
ure or dry 

Many Model-Stores possess liquid 
and dry measuring units. Sand, 
beans, blocks of wood and even pota- 
toes are used, while water is always 
at hand. The measuring play at the 
store can be carried out in usual form 
of buying and selling for rapid drill in 
fundamentals and always arouses the 
liveliest interest. 

Supposing gill, pint, quart and 
gallon measures are on hand — also 
paper bags of different sizes — also sand. 

Have one row each buy a gill — sand 
being put in small paper bags using 
gill measure — children return to seats. 

Teacher gets from them response 
that 4 gills = i pint and tells them to 
find number of pints purchased by 
different rows of scholars. 

"Next row buy each a quart." 

Teacher asks how many quarts =i 
gallon, etc., etc. "Then if 4 quarts 
equal 1 gallon, how many gallons 
have you? Also, how many pints 
have each of you in your quarts?" 

"Then, if each has 2 pints, how many 
pints altogether?" 

This play is utilized for drills on 
the table itself, and also on reduction 
both ascending and descending. 

As further drill on liquid and dry 
measure 

Teacher: "Jack buy me 18 gills, 
any liquid — ask for it in pints." 
Pupil finds out by himself that 18 
gills equal 41/2 pints. Goes and 
buys and reports later. While he is 
at work the teacher starts others on 
similar errands. 
83 



TYPICAL PRACTICE. FOURTH YEAR 



Teacher: "Mary buy 3 quarts 
of molasses (water). Ask for it in 
pints." Mary reports later, 6 pints. 

This drill should be conducted 
quickly keeping all children busy 
buying or reporting, and is good drill 
in reduction, problem work, making 
change, etc. 

Problems covering reduction in liquid 
and dry measure. 

Request the storekeeper to sell 
potatoes, onions, tomatoes, etc., at 
so much per bushel and all liquids 
at so much per gallon. 

State to class as follows: 

"Tomatoes are $3.20 per bushel. 
Buy i peck, James; 4 quarts, Alice; 
6 1/2 quarts, Jane; 1/2 peck, Mary," 
etc. 

Tell them to take exact money 
needed. It may take a few minutes 
for them to figure it out. In the 
meantime teacher continues "Molas- 
ses is $.64 per gallon. Buy 2 quarts, 
Harry; 1 1/2 quarts, Tom; 3 gills, 
Harold; 2 pints, Mary," etc., using 
entire class for the above work. 

After all are back in their seats, 
teacher requires them to stand and 
state thus : 

"Tomatoes are $3.20 per bushel, 
I bought 1 peck and paid 80c. for 
it." 

"Tomatoes are $3.20 per bushel and 
I bought 61/2 quarts for 65c." 
Continues in this manner rapidly 
throughout the class. 

Note: After recitation, let each 
pupil write on paper the number of 
gills or pints or quarts purchased. 
Return the purchases to the store 
and check up the amounts the clerks 
received, kept on board or slips of 



89 



MODEL-STORE DEMONSTRATION DRILLS 



paper. These must tally in order to 
be correct. If not, mistakes must be 
found and rectified. This plan re- 
quires a minimum of material in 
circulation and is an aid to accuracy. 



90 



Notes 



91 



MODEL-STORE DEMONSTRATION DRILLS 

Drill 30 

Aliquot parts (To be given early.) 

Definition: Aliquot: Contained in 
another number without a remainder. 

Teacher directs as follows: 
"Mary, go to the store and spend 

9/10 of a dollar." 

"Jack, spend 3/4 of $1.00." 
"Jane, spend 1/2 of $1.00." 
Teacher continues using all the 

parts that equally divide the dollar. 

When all are seated she requires 

them to answer quickly thus: 
"I bought one box of — for 1/10 

of a dollar or $.10." 

"I bought one packet of — for 

1/20 of a dollar or $.05, etc." 

Further Drill: 

Supposing aliquot parts have been 
taught previously. 

Let first row go to store and pur- 
chase articles for 1/2, 7/10, 1/5 of a 
dollar and return to seats. 

Next row pass to store and buy 
three articles for 3/4, 4/5, 3/10 of a 
dollar and return to seats. 

Next row take three different 
aliquot parts and so on throughout 
class. This can be very quickly done 
and all will soon be back in their 
seats. 

Teacher has first row stand and 
each give the following: 

"I spent 1/2, 7/10, and 1/5 of a 
dollar. Altogether I spent $1.40." 

Requires next row to stand and 
continues throughout entire class. 
Also drill may be given for making 
change — as, in the first row, — 

"If I spent $1.40 and gave the 
dealer $2.00 I have left $.60." 



92 



TYPICAL PRACTICE. FOURTH YEAR 



The various operations in fractions 
usual at this period can be well dem- 
onstrated by obvious modifications 
of drills 1 8 to 22; and cubic measure 
by slight changes in drills 27 and 28. 



93 



MODEL-STORE DEMONSTRATION DRILLS 



FIFTH YEAR— FIRST HALF 

Outline and Suggestions 
In a representative syllabus, the 
following heads outline the work of 
this semester. 

Previous drills with the notes below 
will enable the teacher to make the 
new ideas clear to the pupils in one 
session instead of two or more. Es- 
pecially will it be found that the duller 
pupils more easily keep abreast of 
the class as the term proceeds, saving 
much wearisome effort with these 
"teachers' trials." 

Repeated use of inventories (see 
Drills I to VIII) , the constant employ- 
ment of bills, both wholesale and retail, 
made out during a store "practice in 
the fundamentals" and preserved for 
use in regular class work later, 
supplementing the examples in the 
textbook, will be found very helpful 
as the class understands the prob- 
lems it has created for itself and 
feels a deeper interest in these 
examples than it can possibly feel 
in the formal "puzzles" of book arith- 
metic. 

Reading and writing decimals modi- 
fy drills 16-23-24. 

Reduction of common fractions 
to decimal fractions and reverse, 
also fundamental operations in deci- 
mal fractions including Austrian meth- 
od of placing the decimal point in 
division. 

Modify drills 18 to 22, also 16-23-24. 

Abstract and concrete drill on the 
four fundamental operations and frac- 
tions. Employ all appropriate drills. 

Review tables of linear, square and 



94 



TYPICAL PRACTICE. FIFTH YEAR 



cubic measure Elaborate drills 13- 
14-27-28. 

Memorize number of cubic inches 
in a bushel or a gallon. 
Bushel 2150.42 cu. in. = 1 1/4 cu. ft. 
Gallon (231. cu. in.) =7 i/ 2 S al to 
1 cu. ft. 



Store play, in fundamentals as 
usual, boxes on desks. 

Questions: If this can holds 1 pt., 
how many quarts (or gallons) in a 
case of 144 cans? 

If this box of cereal holds 1 1/2 
dry quarts, how many bushels will it 
take to fill 2000 (?) boxes? 

The real contents of packets can 
be obtained by actual measure, and 
any variety of modified plays that 
will prove of absorbing interest to the 
pupils can be planned, all helping the 
teacher to reach their comprehension 
more rapidly, and clinch the memory 
more firmly than any abstract teach- 
ing. 

Applications of square measure, 
triangles, etc. : many "window dis- 
plays," "counter-exhibits," etc., are 
possible, also demonstrating the num- 
ber of boxes in a given area by actual 
placing of same. 

Application of cubic measure, 
measure boxes in the store. Boxes 
may be loaned, taken home, measured 
as the basis for home work problems, 
and returned the next day. Ascertain 
total storage space of store shelves. 
Measure total capacity of all the round 
cans that can be placed on the shelves. 
Figure waste from circular form as 
compared to total cubic inches of shelf 
space, etc. 



95 



MODEL-STORE DEMONSTRATION DRILLS 

FIFTH YEAR— SECOND HALF 

Outline and Suggestions 

Reviews of fundamentals, tables of 
measure, etc., are all based on pre- 
vious drills. 

Teachers who have knowledge of 
business find it a great advantage to 
organize a pretended partnership or, 
later a corporation, which "owns the 
store" and keeps records of its total 
sales, buying at wholesale to "renew 
stock." 

Establish foreign branches and deal 
with the English branch whose sup- 
posed transactions are all in English 
money, which must be made to bal- 
ance with the store's books in Ameri- 
can money. 

Circular measure is easy with the 
various round cans and strips of 
paper with ruler, or tape measures. 

Tables of denominate numbers are 
splendidly demonstrated by the store. 

The opening remarks of drill 27 
pave the way for explanations of 
ream, quire, etc. Allowing different 
sections of the class to represent 
different "foreign branches" and price 
mark the goods in English pounds, 
French francs, German marks, etc., is 
the quickest way to make foreign 
money (and exchange) familiar and 
unforgettable. Scores, dozens, gross, 
and great-gross are simply whole- 
sale buying and selling, the most 
manifest use of the store plays. 

Memorize number of pounds in a 
bushel of potatoes, wheat, corn, barley 
oats; — a bbl. of flour or apples, etc. 

Wholesale grocers are usually pack- 
ers of bulk goods in cans, and boxes 
to a considerable extent. 

Write wholesale orders for goods 
by above measures, and find how 
many packages can be filled, the 
96 



TYPICAL PRACTICE, FIFTH YEAR 



teacher placing a specific (assumed) 
weight on contents of each can or 
box. Many of the boxes have the 
contents measure marked on the 
labels. 

Bills and statements of account: 
The use of the store for this demon- 
stration should not require elabora- 
tion. Many children have done enough 
shopping to almost conduct this lesson 
with a few hints from the teacher. 

Here the store begins its industrial 
utility, and carries the power of the 
school to prepare the pupil for after 
life beyond anything heretofore possi- 
ble in class work. 

Receipts — a constant store prac- 
tice in most of the drills. 

Simple Accounts: By appoint- 
ing clerks as well as salesmen and 
having purchases "charged," the usual 
play demonstrates clearly. 



97 



MODEL-STORE DEMONSTRATION DRILLS 

SIXTH YEAR— FIRST HALF 

Past type drills, each carried a step 
farther by the teacher's comments 
will make weekly use of the 
store a constant help to every teacher. 

SIXTH YEAR— SECOND HALF 

Store Keeping Through Sixth 
Seventh and Eighth Years. 

NOTE: Practically every sylla- 
bus specifies for each higher grade 
DAILY practice of the funda- 
mentals, because it was found that 
without such practice a large per- 
centage of graduates could not 
correctly add up a bill of goods 
when employed in a business ca- 
pacity. 

Have this practice take place at 
the Model Store about once each 
week, teachers directing the work 
as for the lower grades using pre- 
ceding drills with larger numbers, 
and other elaborations. While 
doing these exercises write out 
(and preserve) the orders, bills, re- 
ceipts, inventories etc., needed to 
later perform the grade work 
based on the class partnership — 
corporation — bank, etc., as here- 
after outlined. 



9 8 



Notes 



99 



MODEL-STORE DEMONSTRATION DRILLS 

Drill 31 

Profit and Loss 

Teacher: "Who would like to 
make some money today?" 

"Tell me one way you might make 
money, James, Mary," etc. (probably 
will get answers specifying different 
sorts of personal labor, etc.). 

Accept these answers for what they 
are worth, question several to stimu- 
late thought and ask: 

"How do you suppose Mr 

(name some local dealer) makes 
money? All think." 

(Probable answer): "By selling 
goods." 

"Does he have to pay for the goods 
he sells?" 

"Yes." 

"Then who can tell how he makes a 
profit on them?" 

Develop that he must sell them 
for more than he pays. 

Teacher: "Let us see if we can 
show how to make a profit on some 
goods that we may buy in the Model 
Store. Each pupil in the (first) row 
may purchase five articles at the 
lowest price the store keeper will 
make for you. Return to your seats 
with your purchases." 

Teacher: "John, you may sell 
yours to any pupils in the class asking 
any reasonable amount for the goods." 

Encourage appropriate use of lan- 
guage; let class suggest and criticise. 
(John finds that he cannot get more 
than the store price. If any pupil 
offers more, teacher calls attention 
to the error of judgment.) 

Teacher : "How then does Mr 

make a profit?" Develop that he 
buys in quantities, also that it often 



TYPICAL PRACTICE IN UPPER GRADES 



costs just as much for the time of the 
saleman to make a dollar sale as a 
$100 sale. Because the selling-cost 
on sales would be saved by buying 
$100 worth, everyone makes lower 
prices for large sales. 

Teacher: "Mr keeps a lot of 

things in his store, so you can get a 
little of each conveniently whenever 
you want it. He has to pay rent. So 
his customers are willing to pay for 
this service too." 

Teacher: "We will call the store a 
wholesale store today. John take 
2 partners and order $100 worth of 
(the thing he bought). The store will 
sell you $100 worth at list prices for 
$75. Now make the sale you tried 
to." 

(Direct each pupil to select a pur- 
chase and figure cost and selling price 
of his goods in like manner.) 

(As soon as this is done ask pupils 
to work either on board or on paper 
at seats — quickly) : 

"Find the cost of the goods you 
bought." 

"Find the selling price of the goods 
you bought." 

"How much profit did you make?" 

"What part of your cost was your 
profit, John, Mary, James?" etc. 

"If your profit is 1/3 of your cost, 
John what per cent is that?" 

"How many hundredths is that?" 

(Question quickly, and insist on 
rapid, accurate answers.) 

(Other pupils may be buying and 
selling at this time or may check the 
answers as given by those who have 
already purchased, and themselves 
go to the store for their purchases 
afterward.) 



101 



MODEL-STORE DEMONSTRATION DRILLS 

Drill 31 — Continued — Variations. 

Note: In connection with this drill the 
teachers' attention is called to an article 
in Part Three of this book entitled 
"Why is a Profit." See page 144. 

Teacher: We have been selling at 
a profit. Do you think merchants al- 
ways make a profit on the sale of 
goods?" 

(Let several pupils respond, get as 
many ideas as possible from them — as 
to what goods are apt to be a profit, 
a loss, etc. In what way goods may 
become a loss as — by damage, fruit 
spoiling, eggs broken, etc.) 

Teacher: "Today, class, we are 
not going to have a very good business 
day, for we are going to sell goods for 
less than they cost us, just as all 
store keepers must do some times." 

Note: Get morning newspaper, 
note prices on corn, wheat or other 
articles in store. Be sure the sales- 
man has higher prices. 

(Teacher directs as many pupils 
as planned, to buy a number of arti- 
cles, and then reads from the paper 
that today's prices are lower than 
pupils have paid. If they do not 
sell, they may go still lower. Teacher 
directs to sell at once at the market 
price, (a lower price than they paid), 
or at least a part of their goods at 
lower price. Pupils sell to each 
other, making bills of sale (or memo- 
randums for speed) and figure re- 
sults. 

(Class may find total loss of each 
pupil, working together, or may have 
each pupil work his own.) In the 
latter case a good exercise might be 
given as follows: 



TYPICAL PRACTICE IN UPPER GRADES 



"John, how much did you lose on 
your goods?" 

"How much did you sell them for?" 

"Mary, how much did John's goods 
cost?" 

"What fraction of his cost was his 
loss?" 

"What per cent is this?" (find 
quickly.) 

Question quickly. 

"How do you find cost when we 
have selling price and loss? Selling 
price and gain?" 

"How do we find selling price when 
we have both profit and cost?" 

"Loss and cost?" etc. 



103 



MODEL-STORE DEMONSTRATION DRILLS 

Drill 32 

Cash Trade and Quantity Discounts 

Preserve the bills produced by 
drill 31 or other store practice, for 
use in class practice and review later. 

Have the store articles marked with 
some per cent discount for buying a 
certain quantity of goods. This 
may be done by means of cards — at- 
tached to the goods or to samples 
arranged on the counter: or, a dis- 
play card or blackboard list could 
show the bargains and discounts to 
be allowed. 

Send class to store to make their 
purchases and instruct them to buy 
large numbers of packages of that 
article on memorandum, accepting 
single packages as samples of record. 
Buying wholesale, by dozens, hun- 
dreds, gross, great gross, thousands 
(indicated by M on memorandum). 

Teacher: "Let us see how much 
we have saved by taking advantage 
of this sale, class." 

"Compute quickly (mentally if 
possible) the cost of your purchase at 
the regular list price." 

Pause a few minutes. 

Teacher: "How much is yours, 
Mary, John?" etc. 

"What per cent discount is allowed 
on your article, James?" — 10 per 
cent. 

"Were there other discounts?" 

"No." 

"Very well. Find quickly how 
much ten per cent of the cost of your 
purchase is." 

"How much is allowed on your 
article, Jane?" 

"Twenty per cent quantity dis- 
count and five per cent cash discount." 



104 



TYPICAL PRACTICE IN UPPER GRADES 



"Find how much the discount 
amounts to on your purchase." 

Each one find this for himself. 

"Now, what is the actual cost of 
your purchase today (deducting the 
discount from the regular price)?" 

Have pupils orally recite their own 
problems, e. g. : 

"I bought 50 cans talcum powder 
at 25 cents per can. The regular 
price would be $12.50 — I am allowed 
10 per cent discount or 1.25 — so my 
purchase today will cost me $11.25." 

Some results may show 1/2 cent or 
other fraction. Commercial prac- 
tice in disposing of such fractions 
may have been given before this, 
but here is an excellent demonstration 
and reminder. 

In this or a later lesson at the 
store, discounts should be quoted 
such as 40 per cent in lots of 1000 
cases ; 30 per cent in lots of 500 cases, 
(quantity discounts); 10 per cent 
jobbers — or trade discount, 20 per 
cent retailers or trade discount; 2 
per cent 30 days time discount; 
5 per cent, 10 days cash discount; 
net 60 days. 

All but the cash discounts are 
merchandizing practice. 

A good exercise here would be a 
discussion of reasons for bargain 
sales — competition, over stocking, 
etc., encouraging pupils to discuss and 
originate freely 

Modern business methods may be 
outlined. 



105 



MODEL-STORE DEMONSTRATION DRILLS 

Drill 33 



Time discount. (Banking practice.) 

As an introduction to this lesson, 
review cash discount and develop 
"List price" and that a discount 
from this price is called trade dis- 
count. 

Teacher: "Today, boys and girls, 
we shall borrow money from the 
standpoint of the wholesale mer- 
chant who has bought direct from 
the manufacturer. He is sometimes 
allowed more than one discount, 
but needs money to pay for his 
goods until he can sell them and 
collect the actual money." 

"You have seen that he is allowed 
discounts for prompt payment of 
bills. Such as 6 per cent in thirty 
days — net amount due in sixty days" 
(show forms 5/10, 2/30, net. 60). 

Allow them time to exchange their 
bills or conduct fresh purchases at 
Model-Store causing pupils to buy 
more goods than they are able to pay 
for by giving appropriate directions, 
so each has a fresh problem to main- 
tain interest and increase practice. 

"We did not pay for our goods to- 
day, class." 

"We are good customers at the 
Model-Store, so the proprietor says 
if we will pay for them within ten 
days he will allow us five per cent 
discount." 

"Each one find how much five 
per cent of his bill is." 

"How much, John, Julia?" etc. 

"Deduct this five per cent from the 
amount of your bill, class." 

"How much does that leave James, 
Jennie? etc. "Find quickly the net 
amount of your bill." 

"To pay this net amount you must 



106 



TYPICAL PRACTICE IN UPPER GRADES 



have the money in ten days. I will 
be banker and loan you the money 
at six per cent per annum, taking 
an assignment of the goods as security. 
Figure what profit you can make by 
borrowing at this rate to pay at the 
commercial rate assuming that the 
goods will be sold and paid for in 
three months." 

Question pupils (and require rapid, 
accurate answers) about the work 
they have just done and bring out 
any obscure points. Be sure they 
find also net amount of bill if paid 
in thirty days, — might show original 
bill with terms, — show bill after dis- 
count is allowed, and write check for 
payment of invoice. If this is not 
expected, until 8th grade, show form 
of check book stub, a record, as 
follows : 

No. 

date 

order of 

amt. of Inv. 

Disct. per cent 

Amt. of check 



X07 



MODEL-STORE DEMONSTRATION DRILLS 

Drill 34 

Price Marking Systems 

Store application of lesson in pri- 
vate marking of goods, using one 
mark for cost and one for selling 
price. Explain that salesmen cannot 
remember prices for everything in 
busy stores, so many concerns mark 
prices in ways the public cannot read. 
Often they put both cost price and 
selling price on the tag. Supposing 
the following key to be used for cost 
prices : 

Birthplace 1234567890 
birthplace 
n for repeater 

And this is key for selling prices: 
Black Horse 1 234567890 
blackhorse 
d for repeater 

Thus the cost mark 779 would be 
L,NC and the price mark 11 20 would 
be BDLE. 

Teacher: "Each pupil purchase 
one article — pass to seat and mark 
the article with the selling price 
mark and any reasonable cost price 
mark he may select." 

(Rather than mark on the article, 
put the mark on a tag or slip of 
paper.) 

"As soon as you have marked your 
box, exchange with your neighbor 
and find the profit and profit per cent 
on the article he gives you. 

(e., g. Talcum powder ^-^ - B ' 
profit .03 - or 20 per cent.) 

Require each pupil to stand, state 
his problem or marked price, and 
give the profit and profit per cent, 
e.g.: 

"Baking powder is marked I. E. 
or twenty cents cost; L. K. or 25 



108 



TYPICAL PRACTICE IN UPPERIGRADES 



cents selling price. The profit is five 
cents and five cents is 1/4 of 20 or 
25 per cent. Therefore I will make 
25 per cent profit on this article." 



109 



MODEL-STORE DEMONSTRATION DRILLS 

Drill 35 

Commission 

Teacher: "This morning the Mod- 
el-Store is making us an offer. If we 
make sales for the store, we shall be 
allowed a commission of 18 per cent 
on all we sell. Some of us will take 
orders and some of us will buy goods." 

(Appoint about one-fourth of the 
class to sell the goods the others to 
remain in seats and order the goods.) 

Teacher: "Each of the commis- 
sion agents take paper and pencil 
and go to some member of the class 
for your order. Get your customer 
to buy five or six articles if you can." 

"Buyers make memorandum of 
what you buy and prices." 

(In some schools pupils have been 
sent to strange classrooms on such 
errands, to develop initiative, having 
to explain their whole errand to 
strangers as well as take an imaginary 
"order.") 

Teacher: "As soon as you have 
your order, go to the store, fill the 
order, take it to your customer." 

Teacher: "Each commission agent 
make out a bill for the goods sold." 

"Purchasers make out purchase 
record to check bills." 

Teacher: "What per cent are the 
salesmen to be allowed?" 

"Agents, find how much 18 per 
cent of your sale is." 

"How much, John, Mary?" etc. 

"Then how much have you made 
for yourselves?" 

"How much will the Model-Store 
receive?" 

Teacher: "This is called net pro- 
ceeds." 

(Let a new section of the class act 



TYPICAL PRACTICE IN UPPER GRADES 



as salesmen, now, and take and fill 
orders as before, changing the rate of 
commission.) 

Question the pupils to develop; 
i. Commission; 2 Commission agent; 
3. Net proceeds to store; 4. Net 
profits to agents. 

Tell them that if we actually handle 
the goods we are called "Commission 
agents"; if we simply arrange for the 
sale or purchase we are "brokers." 
This can be brought out in conver- 
sation allowing pupils to discuss 
freely, to maintain their interest and 
enthusiasm. 

Review difference between dis- 
counts for cash, for prompt payment 
and successive trade or quantity dis- 
counts from list prices — as on pur- 
chase of articles by carload, half car- 
load lots, gross lots, etc. 

Give practice problems in succes- 
sive discounts. Find the given per- 
centages by subtracting the rate of 
discount from 100 per cent and multi- 
plying. Successively, after they have 
found the net amount of the bills, find 
the total discount by subtracting it 
from list price. This total discount 
divided by the list price of the bill 
will give one single discount that will 
be equal to the successive discounts. 
Show this on $1 also by discounting 
for 20-10-5 etc. 



hi 



MODEL-STORE DEMONSTRATION DRILLS 



Drill 36 

Statements 

To make monthly or weekly state- 
ments, use bills that have been made 
out at the store and, using an ap- 
proved form, have pupils prepare 
statements showing purchases, cash 
payments, balance due, etc., — based 
on the transactions at the store which 
they conducted and understand. Pu- 
pils work more willingly on these than 
on purely imaginary documents. 
These balances may be paid by check, 
drilling on the filling out of stub 
first, then writing check — proper sig- 
nature, etc. 



Notes 



"3 



MODEL-STORE DEMONSTRATION DRILLS 



Drill 37 

Notes 

Employment of Model-Store equip- 
ment is similar to Drill 3 1 . 

Teach that giving credit implies a 
promise to pay, a verbal or under- 
stood promise — then develop putting 
that promise on paper. Show the 
advantages of having written promises : 
secures payment at a definite time; 
can be converted into cash, etc. 

Have pupils settle the accounts or 
bills by note, without interest at 
first. Discount these notes "at a 
bank" and receive cash or credit at 
bank for proceeds. Teach how this 
amount should be treated in the 
check book and the bank book. Show 
loss resulting from discounting notes. 
Develop who is liable if maker of 
note fails to pay at maturity. Reason 
for indorsement when note is dis- 
counted, etc. 

The computing of interest and dis- 
count gives an excellent opportu- 
nity for drill in the sixty day or Bank 
method. 

After drill on non-interest bearing 
notes, give notes in payment, that bear 
interest. Teach how these notes may 
be discounted. 

Use of bank book and check book 
should be given throughout seventh 
and eighth grades. Models of these 
books may be obtained from the 
bookkeeping department of the Jun- 
ior or High School. 



1*4 



Notes 



"5 



MODEL-STORE DEMONSTRATION DRILLS 

Drill 38 

A Cash Account 

The pupils in higher grades fre- 
quently form a partnership owning 
the store, later on a corporation with 
bond and stock issues, elected officers, 
directors, etc., and by inventory find 
value of store, purchase the business 
and work out the chief transactions 
of business organization, hiring sales- 
men for the store (salaries and com- 
missions) buying some store furniture, 
stock of goods, paying for boy for 
help, paying for advertising, etc., 
that is, carry through a set of trans- 
actions such as the following. 
June i Invest $500 in business. 

" 1 Buy a typewriter or cash regis- 
ter for $50. 

" 1 Buy goods (selected) $125 
(see inventory of value of goods 
on hand in the Model-Store 
for starting point.) 
June 1 Sell goods $75 (total of class- 
work purchases.) 

(Goods returned to shelves as if new 
stock, bought at wholesale prices. 
Thus stock on hand always keeps 
ahead of sales.) 
June 1 Pay cash for Advertising $8. 

" 1 Pay boy for help in Store $4. 

" 1 Buy paper, string, etc. $15. 

Great interest in this partnership 
usually develops. 

In this connection teach, Assets, 
cash asset, how it may be increased, 
how decreased. Teach rules for 
debiting an asset account, for credit- 
ing an asset account, what the bal- 
ance of the cash account shows. 

Make a cash account on ledger 
paper of the suggested list of trans- 
actions. Let them use school money 
and check up the cash on hand at the 



116 



TYPICAL PRACTICE IN BUSINESS TRANSACTIONS 



end of the transaction with the bal- 
ance of the cash account, etc. Com- 
pleted cash account as follows: 



CASH 



Dr. 




Cr. 


June i Investment 


$500 


June 1 Cash register $ 50 


" i Sales of Goods 


75 


" 1 Purchase of Goods 125 

1 Advertising 8 

" 1 Help in Store 4 

" 1 Paper, bags, stamp, etc., 15 



Bookkeeping terms and principles 
may be developed from this, such as 
that an account is a systematic record 
of items all of which relate to the 
name of the account, arranged as to 
debit and credit. 

Show that cash is an asset. Cash 
is real, but asset may be increased 
and decreased, and how. This may 
be carried as far as desired toward 
teaching bookkeeping through the 
account. 



"7 



MODEL-STORE DEMONSTRATION DRILLS 

Drill 39 

Merchandise A ceo un t 

Repeat drill 38 and carry it much 
further in 8th grade than drill 39 
in seventh. In the 8th grade teach 
also Mdse. account, Furniture and 
Fixtures account. Elaborate on the 
transactions and at the end of a 
period of business have an inventory- 
taken by pupils. 

Using the following form show 
profit or loss on trading by means of 

Mdse. account. 

Sales to date 879 

Purchases 1289 

Deduct 

Inventory at end 592 

Cost of sales 697 

Gross Profit on Trad- 
ing 182 

879 879 

Gross Profit on Trading 182 

Con* nuing this form of income, 
profit, and loss statement, (approved 
by the Department of Education; 
state of New York) use following: 
Gross profit on Trading 182 

Expense, Loss 27 

Net profit 155 

182 182 

Net profit, (down) 155 



118 



Notes 



119 



MODEL-STORE DEMONSTRATION DRILLS 



Drill 40 

Trial balance 

Using outline already given in 
Drill 38 covering cash, mdse., etc., 
develop other accounts, Furniture 
and Fixtures, expense, Proprietor's 
acct., etc. After these accounts have 
been developed have all accounts on 
the desk before the pupils. Using first 
item in the cash account (investment) 
have them find the same item in some 
other account. This will be found 
in Prop, account (show that it is a 
credit). Check next item in cash ac- 
count (Sales, $75) find same item in 
some other acct. (Mdse. acct.) In 
this manner check all items in cash 
acct. and their corresponding debits 
or credits in some other account. 
Develop equal debit and credit for 
each transaction. 

Discuss methods of local stores of 
entering daily transactions, explain 
use of original entry book. Next, 
using the same list of transactions 
from which accounts were made, 
working with the class, class using 
sheet of journal paper, teacher work- 
ing on Blackboard; make Journal en- 
tries for the transactions with expla- 
nations, etc. 

Supply to each student a sheet of 
ledger paper. Open on this the neces- 
sary accounts for posting the trans- 
actions already entered in the Journal. 

Working on B. B. with the class, 
class using Journal already prepared 
and Ledger sheet, post to these ac- 
counts all the debits of the trans- 
actions, then post the credits. Com- 
pare this with accounts prepared from 
transactions, review characteristics 
of each account. 



Notes 



MODEL-STORE DEMONSTRATION DRILLS 

Drill 41 

Trial balance (continued) 

Take a Trial Balance of the Ledger. 

Teach pencil footing of accounts. 
Have all accounts pencil-footed. 

Supply one sheet Journal paper, in- 
struct class as to proper heading, 
date, etc. 

Next find Balance of Proprietor's 
account, how much is it, on which side 
is it? 

Using space at left of sheet for 
folio number, enter the name of ac- 
count and extend the balance in its 
proper column, inserting folio No. 
as follows : 

L 2 (J. G. Smith,) Prop. $2800 

Continue finding balance of accounts, 
placing Ledger Folio, Name of account 
extension, etc., as found. 

When this is completed, pencil- 
foot the trial balance. If it balances, 
foot and rule, show correct ruling' 

Question students: 

Teacher: "What is the purpose 
of Trial Balance?" 

"Does it prove posting to be cor- 
rect?" 

"No." 

(Show reason why not — such as 
placing "T" accounts on board, post- 
ing some debit to the debit side of 
wrong account, to show that T. B. 
still balances.) 

"Then what does it prove? Simply 
that the ledger is in balance." 



TYPICAL PRACTICE IN BUSINESS TRANSACTIONS 

Drill 42 

Suggested list of transactions 

June i Students firm or corporation 

invests $5000 in a business. 
" 2 Buy the stock in the store for 

$1500. 
" 2 Purchase the fur. & fix. of the 

store for $200. 
" 2 Engage a bookkeeper for the 

business, at a salary of $60 

per Mo. 
" 2 Give the bookkeeper Power 

of Attorney. 
" 2 Open an account with The 

First National Bank deposit- 
ing $3000. 
" 3 Arrange for hand bills and adv. 

with a local printer and pay 

cash for it $25. 
" 3 Sell merchandize from the 

store — total sales for day $60 

cash. 

(Note: Class uses store occasion- 
ally for rapid drill in the fundamen- 
tals as required by syllabus, and 
these transactions provide the actual 
experience with what takes place re- 
garding every purchase in any busi- 
ness. Keep all bills made during 
store practice also checks, notes, etc. , 
as the basis for class work illustra- 
tions.) 

June 3 Buy paper, string, etc., $15. 

" 3 Pay rent of store for June by 
check $60. 

" 4 Sell Mdse. from store — sales 
for day $180. (possibly get re- 
cord of day's work of a lower 
grade class.) 



123 



MODEL-STORE DEMONSTRATION DRILLS 



June 4 Purchase from the representa- 
tives of a wholesale house 
(Blank & Co.) mdse. $150. 
(name articles present in the 
Model-Store, amounts op- 
tional) arrange with the agent 
that you are to have 30 days 
in which to pay for the goods. 

" 5 Pay delivery boy $3 for this 
week, woman for scrubbing 
floors $2. 

" 5 Purchase stamps, envelopes, 
etc., $3. 

" 7 Sell groceries to J. Smith (or 
a pupil) $35 and arrange with 
him that he may have the 
goods on account. 

" 7 Sales for day in cash $200. 

" 8 Give the bookkeeper a check 
for his first week's salary $15. 

" 8 Purchase mdse. on acct. from 
Blank & Co. $175. (Employ 
names known in Model- 
Store if preferred. It helps 
pupils to keep proper rela- 
tions of accounts in mind.) 

" 8 Sell mdse. on account, 30 days 
to L. Baker (or a student from 
7th or 8th grade) $60 

" 8 Cash sales for day $160. 

" 9 Give Blank & Co. your 10 day 
note in full of acct. 

"10 Receive from J. Smith check 
for $20 to apply on acct 

"10 Cash sales for day $185 

On account sales for day. 
L. Baker $35 J. Brown $20 
T. Lynch $18 (Substitute pu- 
pils' names) 

"11 Receive from L. Baker a 10 
day note for $50 to apply on 
account. 

"12 Deposit cash $250. 

(In most cases, the pupils 
have by this time formed a 



124 



TYPICAL PRACTICE IN BUSINESS TRANSACTIONS 



bank and keep its affairs in 
as much detail as possible.) 
Jne. 15 Give check to Bookkeeper for 
week's salary $15. 
Pay delivery boy cash $3 
Pay woman for cleaning $1.50 
"15 Cash sales for day $150 
" 15 on acct. 

L. Baker $15 J. Brown $18. 
T. Lynch $25 (use student's 
names.) 
"18 Send check to Blank & Co. 

$75 to apply on acct. 
"19 Send check to Blank & Co. for 

note due tomorrow. 
" 19 Cash sales for day $125. 
"21 Receive from L. Baker check 

for note due today. 
"21 Pay Delivery boy cash $3. 
"21 Deposit in bank all checks 

and cash $300. 
"22 Give bookkeeper check for 

week's salary $15. 
"24 Purchase mdse. (selected) 
from Blank & Co. on acct. 
$300. 
This work of Bookkeeping may be 
carried much further in 9th year as 
preparatory work for illustrative Book 
keeping. 

The firm or corporation of students, 
as proprietors of store, hire students 
as clerks and bookkeepers. Out- 
line the duties of the bookkeeper 
when you engage him. Discuss 
freely with pupils what they are to 
do in the store, such as: 
Buy and sell goods. 
Make change. 

Make deposits, take care of check 
book, meet customers, and agents, 
answer telephone, act as company 
representative. 



12.5 



x« 



MODEL-STORE DEMONSTRATION DRILLS 

Drill 43 



Following the preceding suggested 
transactions. 

First Lesson, (Transactions to be 
announced by teacher — entries made 
by pupil after discussion of each trans- 
action.) 

Power of Attorney 

Explain necessity, show printed 
form, discuss the advantages and 
need — how long it will be in force, etc., 
the proprietor's trust in the integrity 
of his bookkeeper, need of confidence, 
etc. File in suitable envelope the 
power of attorney. 

Trans. No. i. 

Next make entry in Journal, sup- 
posing the company has just bought 
the business. Discuss entry, com- 
pare it with entry of a business just 
started, supposing this to be a "Going" 
business. In the latter case, the as- 
set accts. in the ledger must show bal- 
ances, which may be inserted by 
using a balance sheet. Assume it to 
have been a strictly cash business up 
to present time, (as personal ac- 
counts have not been developed. 
Also, Liabilities have not been used 
up to the present time) or make the 
purchase of Stock, Furniture and 
Fixtures, etc., as transactions of this 
month's business. The latter plan 
would be a better one. 

Trans. No. 2. 

Entry in Journal of Investment of 
proprietors. Discuss business occur- 
rences. 

Increased asset of cash, increased 
proprietorship. Have principles gov- 



TYPICAL PRACTICE IN BUSINESS TRANSACTIONS 



erning these entries given, develop 
proper explanation of the entry. 

Trans. 3. 

Discuss business occurrences. In- 
creased mdse. asset., decreased cash 
asset, etc. 

Trans. 4. 

Proceed as in Transaction No. 3. 

Trans. 5 

When hiring a bookkeeper outline 
his duties as suggested in "Power 
of Attorney." 



127 



MODEL-STORE DEMONSTRATION DRILLS 

Drill 44 

Opening Bank Account 

Review drill 43 as basis. Open a 
bank account, use following steps: 

Trans. 1 Determine the bank you 
wish to do business with. 

Trans. 2. Determine what you 
wish to deposit. 

Trans. 3. Go to bank with some- 
one to introduce you. (Develop all 
this by real action of students using 
appropriate conversation.) 

Trans. 4. Arrange with bank offi- 
cial to open a checking account. 

Trans. 5. Receive Bank book, 
check book. 

Trans. 6. Make out deposit slip. 

Trans. 7. Place deposit slip and 
money in bank book. 

Trans. 8. Go to Receiving Teller, 
watch entry made. 

Trans. 9. Receive bank book back, 
examine it for accuracy. 

Trans. 10. Enter amount of de- 
posit in check book. 

Trans. 11. Go back to your own 
store. 

Trans. 12. Put check book and 
deposit slips in safe or cash drawer. 

Discuss each of these steps and 
have pupils follow same routine until 
it becomes a fixed habit. Accept 
only the neatest and best work the 
pupil is capable of producing. In- 
sist on orderly arrangement of all 
business papers used. 



128 



Notes 



129 



MODEL-STORE DEMONSTRATION DRILLS 

Drill 45 

Developing Transactions 

Enter transactions as outlined 
in Drill 42. Nothing new is given 
until the last [4th] transaction on 
the 3rd day. 

Enter in Rent Payable account. 

Teach use of back stub — of front 
stub, — detach first 2 checks of check 
book and turn stub over. The de- 
posit has already been recorded on the 
back stub. Make out the front stub 
before check is written, giving full in- 
formation. Make out check, what 
disposition is made of it, (use envelope 
for other's vouchers.) 

If check book contains more than 
one check on a page do not teach de- 
duction and forwarding until all 
checks on that page have been writ- 
ten. 

Drill 46 

Developing Transactions 

Review previous drills. 

First transaction on 4th day needs 
no new development. (See Drill 42) 

Purchase on account. 

Review cash purchase. 

Develop liability (something owed 
or a right against our business) con- 
trast and compare it with an asset. 

This being the first liability trans- 
action, proceed slowly, and discuss 
freely and fully. 

Develop rules for Dr. and Cr. of 
Liability accounts. 

Make entry. 

Next 3 transactions need no new 
explanation. 



130 



Notes 



13" 



MODEL-STORE DEMONSTRATION DRILLS 



Drill 47 

Developing transactions 

Review previous drills. 

Refer to Drill 42 . 

7th day. This transaction would be 
much more real if sale is actually 
made to some outside pupil — per- 
haps of another grade. 

Recall definition of asset, (some- 
thing owned or a right against another 
person) discuss this transaction of 
selling on account, what business, oc- 
currences, etc. Make entry, 

Entry for cash sales. 

8th day. Make entry for book- 
keeper's salary — may now charge 
"office salaries" as pupil can easily 
comprehend this account. 

Make out stub, draw check, pupil 
keeps check (and preserves it). 

Teach deduction of the total of 
checks. 

Balance forward on next back stub, 
etc. 

No new idea until 9th day. 

Drill 48 

Developing transactions 

Review as before, and proceed. 

Review account sales, oral or un- 
derstood promise, show the shifting 
of the Liability from Blank & Co.'s 
acct., to that of a written promise 
acct., review advantages of written 
promises, allow free discussion, (use 
of "T" accounts.) 

Make entry 



132 



Notes 



133 



MODEL-STORE DEMONSTRATION DRILLS 

Drill 49 

Developing transactions 
Review. Follow up Drill 42 

Next entry (check to apply on ac- 
count) study carefully. Discuss part 
payments, payments by check, etc., 
asset shifted from Accounts-Receivable 
to Cash, etc. 

Make entry, check placed in cash 
drawer or safe. 

Nothing new until the nth day but 
all these transactions should be dis- 
cussed, before entry is made. Have 
sales actually transacted between 
students. 

Drill 50 

Developing transactions 

Review, and continue to use papers 
with sales slips accumulating from 
"fundamentals practice purchases." 

nth day. Review oral and written 
promises, discuss transactions, ad- 
vantage of written promise, effect 
upon business of shifting of an asset. 
Entry for day's Transaction. Use 
of "T" accounts. 

12th day. Recall other deposit, 
following as closely as possible the 
steps given for that. Enter in Bank 
Book, Check Book, etc., discuss effect 
on business, why no entry is neces- 
sary, etc. 



134 



Notes 



135 



MODEL-STORE DEMONSTRATION DRILLS 



Drill 51 

Developing transactions 

Review, with papers. 

Nothing new until 19th day but 
each entry should be fully discussed, 
before entry is made. It is impos- 
sible to give too much review of these 
principles. 

19th day. By means of "T" ac- 
counts show the progress of the origi- 
nal transaction as: 

A B C D 

Merchandise Blank & Co. Notes Payable Cash 



150I i5o|i50 150I150 I150 

Note that A and D balance after 
final transaction. 

Discuss each step, have pupils tell 
in detail all steps taken, develop 
entry when paying a note. Pupils 
may make "T" accounts on Black- 
board to impress it further in mind. 

21st day. Show by means of "T" 
accounts the progress of this trans- 
action. 

Mdse. L. Baker Notes Receivable Cash 



1 60 6o| 50 50I 50 50J 

Discuss transactions, make entry. 
Nothing new until 21st day. 



136 



Notes 



137 



MODEL-STORE DEMONSTRATION DRILLS 

Drill 52 

Closing the Books 
Review as before. 

Depositing checks — new. 

Show indorsement of checks, differ- 
ent forms, uses, etc., this is "for de- 
posit." Make deposit slip. Listing 
checks separately, and giving name 
of city in which bank is located. 

In check book give name of person 
who signed the check. Make Bank 
Book and Check-Book entry. 

There is nothing else new in the 
list of transactions. These may be 
made in greater detail or more or less 
of them as desired. 

These given are typical. 

The records should have been 
posted daily, and after the last posting 
take a trial balance. Next have an 
inventory taken. The teacher should 
work out the transaction before 
hand in order to have the inventory 
produce a profit or loss as desired. 

By means of the data from the 
mdse. account and the present in- 
ventory prepare the trading section of 
the income and Profit and Loss state- 
ment. 

Next, by means of Journal entries, 
close the Mdse. acct., compare the 
Profit thus shown with the gross 
profit of the Income Profit and Loss 
statement. 

Through the journal, complete clos- 
ing the Ledger, complete Income 
Profit and Loss statement. Make 
balance sheet, take post-closing trial 
balance. 

This closes the books and opens 
them for the coming period. 



138 



Notes 



139 



140 



PART THREE 



Selected Reprints from the Model Store Keeping 

Department of Educational Foundations 

Magazine. 



(Reprinted from Educational 
February, 1916.) 



Foundations for 



Dr. Maximilian P. E. Groszmann, 
of Plainfield, N. J., known through- 
out the country as educator, author, 
psychologist, lecturer, reformer, and 
organizer, is expert in Child Study. 
He is at present developing his special 
work for the City of New York. 

As President of the National Asso- 
ciation for the Study and Education 
of Exceptional Children, Dr. Grosz- 
mann, with his thorough and 
scientific habits, has done a pioneer 
work for the better understanding of 
child psychology and the adoption of 
methods best fitted to give practical 
and permanent results. 

For the assistance of Model Store 
users he has written an outline of his 
comprehensive development of the 
uses of our equipment. 

A method standing the test of close 
investigation and experimentation on 
the part of so astute and scholarly a 
teacher as Dr. Groszmann must be 
sound and destined to wide adoption 
by progressive teachers. The equally 
forceful approval of many other 
prominent educators has been accord- 
ed this work. 



Dr. Groszmann's syllabus follows 

Preliminary Work in Connection 
With the Model Store 

i. Make an alphabetical list of all 
firms and manufacturers represented, 
and give their addresses. 

2. Make a list of the articles they 
have furnished. 

3. Count and record the number 
of samples of each article. 

4. State the price of each article. 

5. Compute the value of each set 
of articles, in terms of sale price. 

6. Compute the sale value of the 
assortment of goods from each separ- 
ate firm. 

7. Compute the sale value of all 
articles in the store. 

8. Make a preliminary ledger en- 
try for each firm, stating the number 
of articles furnished, adding sale price 
in parenthesis. 

9. Figure the buying price of each 
article, and then of the entire lot, at 
different percentages of discount: 
10%, 20%, 25%, etc. 

10. On this basis, compute the 
entire investment in equipping the 
store. 



141 



MODEL-STORE DEMONSTRATION DRILLS 



ii. On the same basis compute 
the gain over expense of equipment. 

12. Ascertain, by writing to the 
various firms, the actual discount 
granted to the trade, and make your 
final computation on that basis. 

13. Make your entries in the led- 
ger accordingly, showing what you 
owe the various firms. 

14. State what each article is made 
of, what its use is, and whether it is to 
be used in the laundry, or for general 
household work, for clothing, for food, 
as a condiment, etc. 

15. Study the process of manu- 
facture of each article. If possible, 
visit the factories. 

16. Compute the expense of equip- 
ping the store with shelves, counters, 
scales, etc., also possible rent, heating, 
etc., as well as wages, advertising, etc., 
and compute the actual profit left over 
from the sale of all goods after deduct- 
ing these items from the gross gain. 

17. Compute possible losses 
through deterioration of goods, left- 
overs, bad debts, etc., and deduct these 
from the apparent "actual" profit. 

18. Compute discounts, and con- 
sequent gains, from cash payment for 
goods. 

19. Compute losses through delay- 
ed payments, the giving of notes on 
which interest has to be paid, etc. 
In this way, establish the final profit 
accruing from handling the lot of 
goods on hand. 

20. Establish a system of book- 
keeping, including day book, ledger, 
customers' accounts, etc. 

In the actual selling and buying 
exercises, with toy or actual money, 
the making of change, drawing up of 
bills, checking up deliveries, etc., will 



be introduced. Household accounts, 
cost of meals, etc., may be computed. 

The wrapping of bundles and pack- 
ages, getting them ready for shipment, 
by team, express, or freight, will give 
opportunities for manual drill. Com- 
pute cost of dehvery, value of wagons 
and teams, cost of maintenance, etc. 

Bran, water, and other substitutes 
may serve for measuring dry and 
liquid quantities. Such vegetables as 
lentils, peas, beans, oatmeal, etc., can 
be obtained and used "in natura." 
In summer, fresh vegetables may be 
added, also fruit, nuts, etc. 

All these exercises give opportunity 
for arithmetical work in all four 
operations; fractions, decimals, ratio 
and proportion, etc., etc. 

Connection with manual training, 
art work, geometrical relations, nature 
work, arrangement of space, geog- 
raphy, commercial law, etc. 

President Churchill States the 
Need 

On January 17th, 191 6, the New 
York Herald published an interview 
with Mr. Churchill, President of the 
New York Board of Education, from 
which we quote as follows: 

We have italicized the salient 
points. 

Mr. Churchill went on to say that 
while he has respect for system and 
organization, he has also had respect 
for the protests of citizens who are 
paying for the schools. The Board 
of Education, he said, has finally es- 
tablished the principle that a course 
of study is not so sacred a thing that 
it cannot be made over. 

"We have made headway in show- 
ing that an education based wholly on 



142 



REPRINTS AND COMMENTS 



books, on suitability for introduction 
to a learned profession, is a moral and 
economic waste for a people con- 
cerned in so vast a majority with trade 
and industry. We are demonstrating 
that tax-supported schools may not, 
with fairness and justice, be used for 
the creation of scholars, but that their 
right and lawful function is to train 
citizens able to make their own way 
and to contribute to the common good. 
This, if I read aright, is the trend of 
intelligent American thought and pur- 
pose, as concerned with the schools. 

"With the common schools we have 
made a distinct advance. Every part 
of the course of study has been 
modernized. As fast as money could 
be had we have put in equipment by 
which the children have gratified a 
long suppressed instinct to make, to 
create, to build with their hands and 
to know the real world about them. 
At the same time the courses of study 
in reading, writing and arithmetic 
have been maintained, and our chil- 
dren have as much opportunity for 
mastering these essentials as they 
ever had. 

"However, I want to say that the 
need of self-reliant citizens was never 
greater than it is today.' The young 
graduate of the elementary schools is 
going into a world of trade and in- 
dustry. 

"The core and center of our 
public school teaching needs to 
be changed. It was transported 
from a system which proposed to 
fit children for a life of learned dis- 
course, minute scholarship and 
composition with the pen. But 
our boys are not destined for 
these things. They are headed 



straight for the store and factory. 
The continuation of our bookish, 
literary centered courses of study 
is therefore absurd and unfair. 

We must substitute for this over-em- 
phasized grammar, language and 
literature a preparation for successful 
mastery of the principles of industry 
and trade. 

"We need a grammar of machinery 
instead of the analysis of the parts of 
speech. We need a mathematics of 
cost and losses, of construction and 
estimate, instead of the Euclidean 
geometry of the present course. We 
need a geography of resourses, of pro- 
ducts, of lines of transportation in place 
of the study which is current in the 
schools. 

"One powerful aid to the modern- 
ization of the common school course 
so as to fit for an industrial civiliza- 
tion is that the manipulation of tools, 
the management of machinery, the 
construction of something, take hold 
of the human instincts of children and 
generate an interest which is superior to 
any attraction the American boy has 
ever felt toward the traditional in- 
struction." 

The Model-Store gives to arithme- 
tic, language, etc., just the interest 
that President Churchill describes and 
thereby promotes more rapid familiar- 
ity with the fundamentals. Our les- 
son suggestions also cover the other 
topics he mentions, which the teacher 
may add at her pleasure in the time 
that remains after the class has at- 
tained that real proficiency in the 
basic factors which today is so hard 
to accomplish by abstract methods 
within the allotted time. 



i43 



MODEL-STORE DEMONSTRATION DRILLS 



(Reprinted from October, 191 6 Edu- 
cational Foundations.) 

Why is a Profit? 



What should follow the three R's in 
a practical curriculum? The busi- 
ness man's idea of this may be very 
surprising to educators, yet we venture 
to present a few suggestions by a 
business man who has been pondering 
the progress of his children in an ele- 
mentary school. 

To fit a child for modern life the 
first question of importance following 
the three R's would be, "Why is a 
profit?" 

It strikes us that this question has 
never been placed in any curriculum 
and possibly has never been asked of 
any grammar school student. 

The utility of education should be 
to enable the coming citizen to make 
a profit by performing a mental or 
physical service and thereby earn a 
livelihood. 

How early in the curriculum this 
idea (taken from the subject of 
economics) might be brought to the 
attention of the children is for prac- 
ticed educators to say, but the writer re- 
calls the fact that all through his school 
day studies of profit and loss he accept- 
ed the fact that profits are charged 
in business transactions without any 
understanding of why. Though the 
question often crossed his mind he 
never asked it for fear of ridicule. 

Playing house and playing store 
are among the earliest diversions of 
childhood. It is because these are 
the first occupations of their elders 
that they observe and comprehend. 
The Model-Store work takes hold of 



this strong predilection to interest the 
child in problems of the class room. 
Why not the problem of living also? 
Very early in life it is possible to 
show a child that the grocer who buys 
several barrels of food and stores 
them, selling a little at a time to each 
customer, saves all of the customers 
the expense of buying and storing 
quantities of goods and enables 
twenty families to enjoy a hundred 
articles; whereas if each family had to 
conduct its own purchases on a whole- 
sale basis the twenty families could 
hardly raise enough money at one 
time to get more than the bare neces- 
sities, and probably not over twenty- 
five different kinds of things would be 
available at all times. 

In fact this is the exact difference 
between the days of our ancestors and 
these days of modern business de- 
velopment. 

Not many years ago it was neces- 
sary for each family to lay in a whole 
winter's supply of wood, flour, pota- 
toes, sugar, bacon, preserves, coffee, 
tea and other articles. This involved 
the investment of most of the year's 
earnings. 

Farmers may yet be found in al- 
most every state of the Union who 
are so far removed from commercial 
centers that they still pursue this 
system. You will find them living 
without variety, almost without en- 
tertainment, in a condition that leads 
to little mental exercise, dullness and 
relative hardships. 

Whereas, given easy access to a 
store, a little of each of many things 
may be bought for the household with 
a negligible investment in the stock 
of articles on hand, leading to variety 
of diet, of entertainment, social inter- 



144 



REPRINTS AND COMMENTS 



course, and many of the basic ad- 
vantages that develop civilization. 

This is the service that the retailer 
renders the community for which he 
takes his profit, and earns it. 

The community service rendered 
by transportation companies, water, 
electric, gas, and telephone or tele- 
graph companies may be explained, 
as also, the personal service of running 
an errand for a neighbor. 

This can be made clear to the child 
very early in life. 

A large proportion of our young 
school children earn pennies by ren- 
dering services at home or to neigh- 
bors and almost as many are looking 
forward to leaving the school while 
still young to add their earnings to the 
family income. 

The quicker you can begin to teach 
the child the economic principles 
underlying the earning of money the 
better for the child. 

By so doing you have taken the 
first step toward a new curriculum. 

Therefore assuming that a means of 
communication with the world has 
been established by a working knowl- 
edge of reading what comes from 
others, of writing what we would 
communicate to others, and of "ci- 
phering" on any kind of transaction 
that occurs in life, the business man's 
next step is summed up in demon- 
strations of the reason for the making 
of a profit. 

The Model-Store provides means 
to make this clear much earlier than 
would otherwise be the case. It also 
enables the teacher to give practical 
instruction in purchasing for the 
household wisely and to advantage 
as part of the acts that occur in the 
Model-Store while demonstrating the 



arithmetic lesson specified in the 
syllabus that is being followed. 

The facts that spices are bought in 
small quantities, sugar in larger 
quantities, flour, potatoes, etc., in 
still larger quantities, breakfast foods 
and incidentals in proportion, can all 
be developed by the teacher in pre- 
paring her Model-Store arithmetic 
lesson so that the whole class whether 
boys or girls can gain practical knowl- 
edge that they are going to use all 
their lives and that they will begin 
to use earlier than any other specific 
thing taught at school. 

If the report of the Special Food 
Committee appointed by the Mayor 
of New York which stated that forty- 
per cent of the retail purchasing is now 
done by school children is anywhere 
near representative of conditions else- 
where, it can be said that a large pro- 
portion of the children in your class 
room are now actively concerned in 
the problems of purchasing for the 
household. 

The next step is that the earliest 
form of employment when the child 
leaves school or works outside of 
school hours starts the need for a 
knowledge of bargaining. It becomes 
at once a question of paramount im- 
portance, whether it is a sale of per- 
sonal labor or an active part in the 
work of a retail store. Fortunately 
there are not many states where these 
younger children can be employed 
to operate machines in factories. 

Most of our suggestions to the 
schools using our Model-Stores have 
dealt with the employment of the 
equipment for teaching the regular 
curriculum more rapidly and more 
easily. But progressive teachers 
everywhere are taking advantage of 



US 



MODEL-STORE DEMONSTRATION DRILLS 



the presence of the store to convey 
the fundamentals of such knowledge 
as is outlined above along with the 
demonstrations of the principles of 
arithmetic. 

Strange as it may seem, these 
work together without the slightest 
loss of time and in fact the com- 
mercial lessons referred to greatly 
increase the active interest and mental 
focus of the children during the store 
lesson period. 

Store keeping and store patroniz- 
ing will inevitably form a large pro- 
portion of the life experiences of every 
child who sits before you in the class 
room. The quicker they get their 
bearings in the field the better for 
them and the better their under- 



standing of all the problems that you 
will bring before them. This applies 
not only to arithmetical problems 
but those involved in the study of 
English and the other studies in which 
the store is employed. 

There are hundreds of ways of 
putting the question "why is a pro- 
fit?" since it is one of the biggest 
questions of human life, doubtless the 
biggest with which your little charges 
will have to grapple. Play store with 
them, play house with them, buy 
for the house from the store and make 
the class room, at least during the 
Model-Store period, a happy place in 
which they live a real life free from 
drudgery and full of real things of 
absorbing interest. 



146 



REPRINTS AND COMMENTS 



Written for and first published in The Training School Quarterly, published by the East 
Carolina Teachers Training School of Greenville, N. C. 

While apparently using the big arithmetic factor only for a single low grade, Miss Strong 
went so far along the lines of language, spelling, sanitation and Other uses which she lists 
in the article as to be a great help to teachers using Model-Stores in getting broader results 



(Reprinted from Educational Foun- 
dations for November, 1915.) 

Using Number Combinations to 
meet a Social Need 

By Helen Strong 

A teacher who has the earnest 
desire of fitting her pupils for life's 
responsibilities while they are chil- 
dren will, when preparing lessons, 
look to see how the facts she has to 
teach are used daily. For example, 
the course of study requires of the 
second grade that they know how to 
add such combinations as these: 
10 20 25 

5 1 5 2 5 
— — 10, etc 



The first question to arise in the 
teacher's mind after reading this re- 
quirement should be, "Do children 
need to have such knowledge now or 
even when they are adults?" If so, 
how do they use such knowledge ? The 
question is solved when she realizes 
that most children as well as adults 
have to go on errands to the grocery 
store many times a day. Then, too, 
there is something in being quick and 
exact in addition of prices and in the 



giving and receiving of money in 
exchange. 

To reproduce life in the schoolroom 
as nearly as possible, has been found 
to be the best and most interesting 
means for efficient teaching. Know- 
ing this and having in mind the idea 
that 1 life demands number combina- 
tions, when buying from the grocery 
store, the teacher thinks of the possi- 
bilities of having a grocery store in the 
schoolroom. On putting the ques- 
tion to the children she finds that they 
can make quite a usable one. Several 
orange or egg boxes when put together 
upright can serve as a counter. A 
board for the top of the counter may 
be desired as a better finish, and the 
size is determined by measuring off 
the length, width and thickness after 
the boxes have been put together, 
allowing a few inches for the usual 
counter projection. 

The problem of shelves is now met 
by the children, who may decide on 
the number of shelves necessary and 
their length, width and thickness and 
how they can be firmly placed with 
the help of the corner of the room. 
These children, guided by the teacher, 
have done some real live thinking in 
measuring off the desired boards and 
have incidentally learned feet, inches 
and yards as they will be used. 



147 



MODEL-STORE DEMONSTRATION DRILLS 



[Miss Strong then describes the 
labor of gathering equipment which 
users of our "store" receive in superior 
form, and continues:] 

When stocking the store the idea of 
orderliness of like articles is found nec- 
essary for efficient business. Paper 
bags, string and a cash drawer are 
also necessary on the counter for a 
complete equipment. 

On asking the children if they are 
quite ready to play store they will dis- 
cover that money is needed for both 
buyer and seller. The nickels, dimes, 
half dollars and silver dollars can be 
made from gray bogus paper, while 
the pennies can be made from brown 
paper. A perfect understanding of 
the prices of articles to be bought and 
sold is found to be worth knowing, 
too, so the exact price can be marked 
on a small square of paper and then 
pasted on the articles to be sold. * * * 
After placing the grocer and the 
helper in the store the actual buying 
can begin. Difficulty will arise, how- 
ever, from the slow and inaccurate 
handling of prices and money so that 
the children will feel the need for 
actual practice on the possible com- 
binations which are required to be 
taught. This gives a motive for drill, 
and after several periods of practice 
on the necessary combinations of 
numbers the children will experience 
great delight and satisfaction in going 
and coming from the store. From 
playing going to the store it will be 
evident that each child should tell the 
class before going, what the purchases 
and change will be, so as to determine 
whether he is a fit buyer, so the pupils 
will make some rules to regulate the 
buyer. Written work can grow out 
of this idea of the grocery store. This 



question may be asked, "What does 
mother do when she wants several 
things from the store, and fears she 
will forget one or two of them? Write 
them down." 

[A sample of an order is given but as 
these vary with every lesson and in 
Model-Store work attain more elabor- 
ate forms, the point that spelling, 
language and writing, with original 
composition are involved may be 
noted and the space required for the 
schedule saved.] 

[The playlet which follows shows the 
earnestness of the teacher and may be 
used or paralleled in many ways. In 
one of "our schools" a very elabor- 
ate play was given in costume during 
the graduation exercises in which the 
children represented the different 
foods their bodies require to be 
healthy, dressing to represent many 
of the well-known trade-marks and 
drawing on the Model-Store liber- 
ally for the material and suggestions 
for costumes. There have been 
other successful efforts of this kind but 
this is the only one the writer has been 
privileged to witness. Any interested 
teachers by writing to us may be 
placed in communication with the 
principal of this school (a school with 
a National reputation amongst edu- 
cators) and we believe can obtain 
data for conducting a similar play 
involving real lessons and arousing 
the interest of the pupils to the 
highest pitch. Miss Strong's happy 
little playlet follows:] 

"Should the completion and en- 
joyment of the store come about 
Thanksgiving when the children like 
to have a play or entertainment to 
celebrate the occasion, the idea of the 
store might furnish the means for such 



148 



REPRINTS AND COMMENTS 



a celebration as it did to the children 
of Speyer School. Knowing as they 
did that Thanksgiving was a time for 
offering thanks for material blessings 
during the year and looking after the 
poor, it was decided that a play which 
involved the buying of food from the 
grocery store for the purpose of giving 
to the needy, would be enjoyed by the 
other grades. With that purpose in 
mind, the following play was created, 
planned and carried out during the 
literature period. 



Marion : My mother knows a Mrs 
Jones who has six children and no hus- 
band, and they are very, very poor. 

All: Let's save up our pennies for 
her right away. Good-bye ; good-bye. 

(Children depart for home after 
saying good-bye to their friend Eliza- 
beth.) 

Scene II 

A Week Later at Elizabeth's Home. 



Scene I 

Children Playing at Schoolmate's 
Home. 

(Children are all seated about on the 
floor, looking at books and dressing 
dolls.) 

Stewart: Boys and girls; Thanks- 
giving is nearly here. 

Hortense: Yes, I'm glad, because 
we are going to have a big turkey din- 
ner. 

Marion: My Aunt Nellie is com- 
ing to see us that day, too. 

Elizabeth: I shall be eight then, 
and I'm going to have a birthday 
party. 

Egbert : It's a day poor people are 
made happy by getting good things 
given them to eat. 

John: Wouldn't it be nice if we 
made some poor people happy by giv- 
ing them something to eat? 

Hortense: How can we do it? 

Stewart: Save up our pennies. 

All (clapping hands): Yes, let's 
save up our money. 

Elizabeth: But whom shall we 
give the basket to? 



Stewart: Let's count our pennies. 

Egbert: I have thirty-eight cents. 

John: And I have twenty-one 
cents. 

Elizabeth: Fifty-five cents is all I 
could save up. 

Hortense : I have exactly seventy- 
five cents. 

Marion : I've enough to buy cran- 
berries and sugar — thirty cents. 

Egbert: What shall we buy? 

Hortense: I'll buy potatoes, ap- 
ples, oranges and bananas. 

Marion: I'll buy cranberries and 
sugar. 

Egbert: My money will buy 
crackers and Franco-American soup. 

John : I would like to buy a can of 
peas and corn. 

Elizabeth: And I'll buy bread and 
butter. 

Stewart: I've one dollar and fifty 
cents. So I can buy two cans of 
chipped beef, two cans of potted 
chicken, two cans of plum pudding, 
coffee, cocoa and tea. 

Hortense : Where shall we buy our 
things ? 

Stewart: Come with me. I'll 
show you a good grocery store near 
Speyer School. 



M9 



MODEL-STORE DEMONSTRATION DRILLS 



(Children start for grocery store.) 

Scene III 

Children at Grocery Store. 

(Given in play store. Grocer waits 
on buyers with the help of the clerk.) 

Stewart: Will you please put the 
things in this basket I've brought. 

Grocer: Where is it to be sent? 

Marion : Here is a card all written. 
How do you like it? Mother helped 
me. "To Mrs. Jones and children, 
with best wishes for a happy Thanks- 
giving from some Speyer School chil- 
dren." 

Hortense: That's fine. Grocer, 
fix the basket up nicely and send it 
right away. 

All : Good-bye. Good-bye. 

Scene IV 
Mrs. Jones' Home. 

Johnnie Jones: Why don't we 
have a good Thanksgiving dinner like 
other people? 

Mary Jones: Because we are poor 
and have no father to work for us. 

Mrs. Jones: Isn't that a knock? 
Yes. I'll go to the door. 

(Mrs. Jones opens door.) 

Grocer: Groceries, ma'am. 

Mrs. Jones: I didn't order any 
groceries. 

Grocer: This was bought and 
ordered sent to you. Read the card. 

Mrs. Jones: Children, look what 
has been sent us by some good little 
children. Now for a good Thanks- 
giving dinner for us all. 

All: Give me an orange, give me 



an apple, give me a banana. 

Mrs. Jones: Here is an apple for 
each of you, but before we eat it what 
would be nice for us to do? 

Johnnie Jones: Let's sing our 
grace. 

All: Yes, let's. 

"Thank Him, thank Him, all little 

children, 
God is love, God is love." 

(Mrs. Jones sits down with children 
and all sing grace with bowed heads.) 

END OF PLAYLET. 

The idea of having a grocery store 
in the schoolroom could grow out of 
the new subject of Industrial Arts as 
well as out of arithmetic. Since the 
source and preparation of manu- 
factured foods is a problem to all, it 
can well be treated in connection with 
the grocery as one of the sources, with 
its food supplies of various kinds. 
Such problems as these could be 
taught interestingly and instructively 
to the children: 

i. How are fruits and vegetables 
canned? Let children can a quart of 
fruit. 

2. How are pickles made? 

Pickle in school a glass or so of small 
cucumbers. 

3. Where does sugar come from 
and how is it made? Get sugar cane, 
and after crushing the juice out, let it 
boil until a sugary state is reached. 

4. How do we get our salt? Make 
refined salt from crushing, cleaning 
and boiling rock salt. 

5. Where do tea, coffee, and 
cocoa come from, and how are they 
prepared for buying in the grocery? 



150 



REPRINTS AND COMMENTS 



[We will supply any needed infor- 
mation concerning such questions. — 
Ed. of Dept.] 

There are many other articles of 
food still left in the grocery to be 
taught. These could be made the 
basis of other lessons varying in infor- 
mational value according to the needs 
of varying localities. Very helpful 
charts can be made in school by the 
children. After the knowledge is 
gained they will be able to use it in 
compositions and pictures for the pur- 
pose of exhibits. 

"The Health and Sanitation" de- 
partment in our Training School 
would say that the grocery store had 
its place in the schoolroom since much 



could be gained from discussions as to 
old and recent dates marked on can- 
ned goods, the handling of such foods 
as cakes, candies, loose pickles, sugar, 
etc., by an unclean grocer; the clean, 
liness of the store in general and dis- 
astrous results likely to occur when 
men, cats, mice, and flies are allowed 
to sit about on articles, particularly 
flour sold in cotton bags where dirt 
can sift in and out, will prove a profit- 
able topic. To sum up, the grocery 
store has a place in the schoolroom 
from the point of view of its assistance 
in Industrial Arts, Spelling, Language 
and Literature, Writing, Hygiene and 
Sanitation, and in particular for its 
most commonly used way of exchang- 
ing money for food in number. 



151 



MODEL-STOKE DEMONSTRATION DRILLS 



(Reprinted from June, 191 5 Edu- 
cational Foundations.) 

The Beowulf of Arithmetic 

A friend much interested in the 
method gives us the following esti- 
mate of its value in the department of 
arithmetic : 

Like the hero of the old Anglo- 
Saxon epic, who banished the monster 
Grendel to die in the fens, the "Store" 
has robbed arithmetic of its traditional 
terrors. Nary a boy of us has grown 
to manhood without spending a por- 
tion of our playtime at "keeping 
store." While store keeping has been 
numbered among our joys, conven- 
tional arithmetic has bristled with 
trouble. Could we have blended the 
play with the work we might have 
taken our arithmetic with less trep- 
idation and with more profit. 

Dr. David Eugene Smith, Profes- 
sor of Mathematics at Teachers' Col- 
lege, Columbia University, in a recent 
report to the New York City Board 
of Education on "Applied Problems 
in Arithmetic" designates four kinds 
of problems, viz.: isolated, group, 
narrative and real situation problems. 
His criticism of the first is that it is in 
no true sense of the word concrete. 
Of the second he declares that it is 
more artificial than the first, the child 
soon wearying of examples all dealing 
with a subject in which he has no 
natural interest. The narrative form 
has all the disadvantages of the group 
plan with the added difficulty that 
one error persists through all the rest of 
the work thus vitiating it to the dis- 
couragement of pupil and teacher 
like. As to the fourth or real situation 
problem Dr. Smith declares that it is 



exceedingly difficult to make up sets 
of this kind so that they may seem 
any more real than the isolated prob- 
lem. The time required to make 
up a satisfactory set of such problems 
is practically prohibitive. Bringing 
the test of these criticisms to bear on 
the Model-Store- Keeping Method we 
find that not one of them is applica- 
ble. The teaching is concrete and 
real in the truest sense, the child's 
natural interest is maintained through- 
out, the errors are quickly detected and 
corrected without vitiating the work, 
and problems innumerable actually 
formulate themselves. 

The simplest forms of number work 
are capable of attractive illustration, 
while the fundamental processes of 
addition, subtraction, multiplication 
and division are easily comprehended. 
Factoring, fractions, denominate 
numbers, percentage, discount, etc., 
are studied in the various transactions 
carried on by the pseudo-merchants 
and their patrons. Mensuration can 
be demonstrated by the use of the 
cartons with their various sizes and 
shapes. So it would seem that as an 
effective machine for the illustrating, 
emphasizing, and popularizing of the 
study of arithmetic the "Model- 
Store" is bound to be successful. 
Cases could be cited where children 
considered very backward and well 
nigh hopeless have been awakened to 
a quick understanding of the subject 
by this method. In classes for de- 
fective children much can be done 
to interest and to help the handi- 
capped pupils, while the brighest boy 
in the school will find his progress 
accelerated. 

So Grendel has been vanquished. 



152 



REPRINTS AND COMMENTS 



(Reprinted from January, 1916 Edu- 
cational Foundations.) 

The Power to Hold Attention 

There's a difference in teachers. 

Just as pupils, even after careful 
grading, are so widely different in 
capacity that every class is a difficult 
problem, so a group of teachers pre- 
sents a parallel problem in varying 
effectiveness to the principal. 

Yes, and some principals are equal 
to the requirements while some are — 
well, hardly. 

The human-nature factor in edu- 
cation, as it affects and explains 
teachers, methods and teaching, is the 
least discussed factor, but the govern- 
ing one, nevertheless. 

There are public school teachers so 
earnest and able that they are fit to be 
given charge of classes of backward 
children, to mould their characters, as 
well as to store their heads with in- 
formation, each to its capacity. There 
are others who should by comparison 
be in a "backward" division for 
teachers if it existed. 

And the dividing line is not drawn 
by knowledge. 

Each teacher has attained a stand- 
ard in knowledge, has passed exami- 
nation in the things she is to teach. 

Unquestionably all teachers know 
much more than their pupils know. 
They possess the information to be 
imparted. In what, therefore, do 
they differ? 

Most people will answer "In the 
power to impart the knowledge," or 
"In the ability to maintain discipline." 

Right — but that is a name for a 
disease — not a diagnosis. 

The real answer, covering both the 
others is this. 



The power to hold attention. 

The one universal thing that you 
can count on in all children is prompt 
and keen attention to anything that 
interests them. Their focus is the 
keenest in the span of human life. 

They learn more and faster than 
any adult because nature made them 
so, and the way they learn is by the all 
absorbing focus of all their powers 
upon the thing of the moment. It 
shuts out all else. 

The glitter of tinsel catches the 
baby's eye. The spirit of play, of 
fun, of novelty, of anything unusual 
catches the child's mind. Instantly 
and completely all else is put aside 
and the whole power of an able, un- 
burdened brain is focussed on adding 
"for keeps" one more new experience 
to the store of knowledge that the 
active little intelligence unconsciously 
seeks. 

Children Want to Learn Things That 
Interest Them 

Bright, active, idle, slow, lazy, mis- 
chievous, playful — you have them 
all in each and every class and grade. 

Let a regiment march by, headed 
by a good band in full play, tell the 
pupils they may go to the windows — 
and count those who remain in their 
seats. 

Also count the teachers who will tell 
the pupils to count the men in each 
rank, and the number of ranks, and 
make multiplication practice to ascer- 
tain the number of soldiers out of the 
attention factor so suddenly gained. 

The count of teachers will be small 
for most of that kind have been gob- 
bled up at higher salaries by private 
schools, or have becsme principals. 

Given this hint, and an opportune 
military band, every teacher would 



153 



MODEL-STORE DEMONSTRATION DRILLS 



make use of the incident as a lesson. 

Yes, and in every class, some few 
slow, discouraged children would get 
a clearer comprehension of their study 
and the reason for study and the 
application of its dull routine to the 
interesting things of life. This would 
make it easier for the teacher for the 
rest of the term. The time- she would 
have had to devote to dragging those 
slow ones along could be devoted to 
pleasanter occupations. 

True, the band would have to ap- 
year many times at regular intervals, 
always in the nick of time for each 
class, before the aggregate gain in 
saved trouble would assume enough 
importance to be recognized by the 
teacher as practical help. And the 
number of arithmetical elements that 
could be so illustrated is extremely 
limited. 

Anyhow, you can't get the band. 

But you can use a "Model-Store." 

The power ta hold attention, so 
lacking in most humans, even teachers ; 
so powerful in the band, so necessary 
for easy teaching, comes with the 
store. It is a maximum power, and 
the number of its applications is end- 
less. 

Every step in arithmetic can be 
made clear by using the store, and the 
whole class will pay attention, 
focussed, acute, minute, effective 
attention — the absorbed kind that 
only childhood can give. The kind 
that instills the teacher's superior in- 
formation into the pupils' compre- 
hension for life. 

It makes teaching easy. 

A military captain who was widely 
admitted to possess superior knowl- 
edge of the books of tactics aspired to 
have his lieutenants, sergeants .and 



corporals the best informed and best 
drilled in his regiment. Many a 
weary instruction period and drill, 
constant extra labor willingly per- 
formed, was fruitless. He hadn't the 
power to impart his unquestioned 
knowledge. He couldn't hold the 
attention of willing officers. He was 
too hard to follow, he could not main- 
tain discipline: their thoughts 
wandered and unintentionally they 
found their minds occupied with other 
affairs while his careful instruction 
proceeded unheard. 

But he secured a group of toy 
soldiers, to be moved about a table in 
illustration and that brought success. 
Those grown men moved the toys 
from point to point with focussed at- 
tention. They learned all he knew: 
He held their attention. 

A little school girl who learns every- 
thing with amazing rapidity gets low 
marks in most studies; high, in 
those she likes. 

She was sent to tha principal the 
other day for reading a book passed to 
her by another student while three 
problems in arithmetic out of ten re- 
mained to be done. Her only defense 
was that most of the class were doing 
the same. Being sent to the principai 
didn't help her any. She did wrong, 
but she was not to blame. A big per- 
centage of that class failed in its last 
examinations. The teacher is refined, 
well educated and earnest. But she 
doesn't hold the attention and 
discipline is also as poor as the results 
in teaching. All because she cannot 
hold their attention. 

Even among teachers who have 
recognized this need for an object, a 
class room lens to focus the attention 
of all at once, who took a little trouble 



154 



REPRINTS AND COMMENTS 



to find out how best to use the "Model- 
Store," who count their store as now 
essential to their own comfort, there is 
wide difference in appreciation of its 
possibilities. 

Some use it only for simple prob- 
lems. Some say it is best in higher 
grades. Some use it only for arith- 
metic while others teach language, 
drawing, geography, domestic econ- 
omy, relative value of foods, wise pur- 
chasing, neatness, orderliness, per- 
sonal initiative and many other de- 
tails that develop naturally and with- 
out loss of time. 

In the whole term they save them- 
selves much time and lots of trouble. 

And they make a better personal 



record in the eyes of the principal, the 
district superintendent — their em- 
ployers. 

This helps the principal to make a 
good record in office, to show an 
efficient school to the superior officers 

It finally shows the superintendent 
a saving in the costs of school adminis- 
tration. 

Thus it does for the adults what it 
does for the children — proves its value 
in the practical problems of daily life. 

The power to hold attention, 
the hardest thing to acquire, the 
most necessary thing in dealing 
with children, is supplied by the 
Model-Store. 



155 



MODEL-STORE DEMONSTRATION DRILLS 



(Reprinted from Educational Foundations Maga- 
zine, issues for April, and May, 1916) 



The School Store 

By Effie L. Bean 

Teachers, have you ever had a store 
in your school-room? What was 
your purpose in having one? 

Did your pupils gain as much from 
it as you expected? 

If not, why not? 

A store in each school should be as 
necessary a part of that school's 
equipment as its furniture, for we can 
correlate it with almost, if not all, 
subjects taught. 

Like many another institution, all 
its possibilities have not been realized. 

Upon first thought the idea of a 
store brings to mind the teaching of 
arithmetic only. 

Altho this is the primary reason for 
the store, it is far from the only one. 

Let us see in how many ways we 
may be benefited by this institution 
in our schoolroom. 

In the arrangement of goods upon 
shelves and counters we are taught 
neatness and harmony. 

Let the different children take 
charge of the arrangement of these 
goods and let other pupils compare 
results. 

Whose arrangement do you like 
best? 

Why? 

Why is it the best to have like 
goods placed together? 

It does not require a great amount 
of space for a store. 

An alcove or one corner of your 
room will be sufficient. 

Manual training classes may con- 



tribute to the store by making and 
placing shelving and counter. 

A board across two chairs or boxes 
may be used for a counter. 

Signs may be placed upon the walls 
and shelves to show where the articles 
belong. This helps to inculcate 
orderliness and saves time when 
restoring the goods to the shelves. 

Teacher and pupils will become so 
enthused that they will delight in 
adding to their equipment by bring- 
ing articles of their own, such as a 
few pint and quart milk bottles, scales, 
pint, quart, gallon, peck and bushel 
measures. These add much to the 
realism of the store. 

After using these measures for a 
short time the tables of liquid and dry 
measures will be memorized almost 
without conscious effort upon the part 
of the child. 

Let the children make suggestions 
freely. Some one will be sure to sug- 
gest an ice box in which to keep milk 
and butter. 

Here again the manual training 
boys may come to the rescue or per- 
haps some boy or boys will offer to 
make one at home. 

Altho at first it may be necessary 
for the teacher to suggest what the 
children shall buy, in a short time 
they will become more confident and 
select for themselves. 

Have frequent changes in store- 
keepers, clerks and customers, so all 
may get the different experiences. 

The conversations between mer- 
chant and customer are fine oral 
language lessons. They teach the 
child to make complete statements 
and are conducive to good expression. 

Politeness and good manners are 
taught in the same way. 



156 



REPRINTS AND COMMENTS 



Customers politely await their turns 
and the storekeeper shows no partial- 
ity in waiting upon them. 

Encourage customer and merchant 
to talk while making and putting 
up purchases. 

Here again naturalness of expression 
is easily obtained. 

For example, the following conver- 
sation actually took place in one of 
these stores between storekeeper and 
customer. 

Storekeeper. "Good morning, Mrs. 
Jones." 

Customer. "Good morning, Mr. 
Smith." 

Storekeeper. "What can I do for 
you this morning?" 

Customer. "Have you any fresh 
eggs today?" 

Storekeeper. "I just received 
some this morning which I know are 
fresh." 

v Customer. "How much a dozen 
are they?" 

Storekeeper. "They are thirty 
cents a dozen." 

Customer. "I'll take two dozen." 

Storekeeper. "Is there anything 
else today?" 

Customer. "I'll take a pound of 
butter and a cake of chocolate." 

(Storekeeper does up the packages 
and customer pays for them and picks 
them up ready to depart.) 

Storekeeper. "Good day. Call 
again." 

Customer. "Good day, Mr. 
Smith." 

Storekeeping time provides an ex- 
cellent opportunity for teaching neat- 
ness, order and cleanliness. 

Think of all the stores you know. 



Which do you like best? 

Why do you like the neat and clean 
one best? 

How should the storekeeper and his 
clerks look? 

Should they have clean hands? 
Why? 

Which storekeeper should we 
patronize, the clean one or the op- 
posite? 

Remember that the children are 
our future citizens and it is to them 
we must look for the raising and im- 
proving of our standards. 

If we can get the children to ap- 
preciate the needs of cleanliness in all 
things we have done much to educate 
those children to become good citizens. 

The store may furnish many topics 
for language work, such as composi- 
tions upon the various articles ex- 
hibited, as, A Study of Tea, How But- 
ter is Made, A Visit to a Candy Fac- 
tory. 

If possible take the children to a 
mill or factory and let them observe 
the various processes, to be repro- 
duced next day in school. 

Dictated sentences such as the fol- 
lowing may be given. 

Daisy bought two dozen eggs. 

They cost thirty cents a dozen. 

Do you like candy? 

"Good day," said Mr. Jones. 

To me the store is the merging point 
of all or nearly all subjects taught in 
school. 

Lists of canned goods, fruits, vege- 
tables, as well as their use in short 
sentences, provide us with material 
for our spelling lessons. 

Geography and history could have 



157 



MODEL-STORK DEMONSTRATION DRILLS 



no finer incentive than the store pro- 
vides. 

A pound of tea will suggest a' study 
of the tea plantations of China, the 
different processes necessary to bring 
tea to its present state, climate of the 
country, its people, their habits and 
manner of living, other products of 
the country. Study other tea pro- 
ducing countries and compare them. 
A sack of flour will be the basis for 
a study of the growth of wheat, wheat 
producing countries, process of mak- 
ing flour 

Of course a visit to a flour mill at 
this time, is the best means of teach- 
ing the latter, but where this is im- 
possible very good ideas may be ob- 
tained through pictures and descrip- 
tions. 

A can of salmon introduces a study 
of the fisheries and canneries of our 
country. 

Sugar opens the way to a study of 
sugar plantations, the difference be- 
tween cane and beet sugar, sugar re- 
fineries, etc. 

In a similar way such articles as 
rice, spices, coffee, fruits, vegetables, 
oil, salt, cheese, etc., pave the way to 
a detailed study of different countries, 
people, products, etc. 

During the history period legends, 
myths and stories of these different 
countries will be found very interest- 
ing. 

During the recreation or physical 
exercise period folk dancing and games 
of these different people may be 
taught. 

The store furnishes many a subject 
for drawing and painting, for example, 
object drawing of cans and measures, 
painting of fruits and vegetables as 



well as their modeling in clay or 
plasticine. 

Our store also provides an abund- 
ance of material for writing, either of 
words, sentences or paragraphs. 

Some of the national, as well as 
other songs characteristic of these 
different countries may be sung dur- 
ing the music period. 

Domestic science may be benefited 
by a study of the different foods and 
their preparation for the table. 

The store gives us ample oppor- 
tunities for sand table work. 

Think of the delight of the children 
in reproducing in the sand table the 
lives and habits of people in different 
countries. 

With the present abundant supply 
of interesting readers containing 
stories of many strange lands we shall 
have no difficulty in correlating read- 
ing with our Store. The information 
stories supplied with the store are 
very useful for this purpose. 

A study of the different forms of 
transportation used today as com- 
pared with those of past ages is inter- 
esting as well as instructive. 

A brief study of food values during 
our hygiene period is time well spent. 
It is unnecessary to say that as a fac- 
tor in teaching arithmetic the store 
has no equal. 

A quantity of toy money may be 
obtained from almost any supply 
house or it may be made by the pupils 
during seat work periods.* 

After selecting storekeeper, clerks 
and customers, provide each customer 
with a certain amount of money. 
Of course the merchant must have 



♦Educational Foundations Model-Store-Keep- 
ing Department sends toy money to store users 
on request. 



158 



REPRINTS AND COMMENTS 



a supply of cash on hand so he may- 
make change when necessary. 

In the lower grades let the children 
begin by buying one article and pay- 
ing for it and gradually increase the 
number of articles bought. 

Upon their return from the store 
let customers tell in complete state- 
ments what they bought, the price 
of each article, the cost of the entire 
purchase, the amount of money pos- 
sessed and change received. 

Let one child go to the store and 
buy three or four five-cent things, 
and another three or four ten-cent 
things, etc. 

How many five-cent articles does it 
take to equal one ten-cent article? 

How many five-cent bars of soap 

can you get for a dime? A quarter? 

How many ten-cent packages of 

( ) can you get for a dime? A 

half dollar? A dollar? 
How many for a quarter? 
Would you have any money left? 
How much? 

What could you buy with it? 
Get the children to see that there are 
five nickels in a quarter, five dimes in 
a half dollar, four quarters in a dollar 
and two half dollars in a dollar, by 
grouping different articles as, four 
cans of baking powder for a dollar, 
five bars of soap for a quarter, five 
packages of breakfast food for a half 
dollar, etc. 

During this time the children will 
almost unconsciously learn the num- 
ber of cents in a nickel, a dime, a 
quarter, a half dollar, a dollar; the 
the number of nickels in a dime, a 
quarter, a half dollar, a dollar; the 
number of quarters in a half dollar, 
a dollar and the number of half dollars 
in a dollar, etc. 



In running your store teach busi- 
ness methods as far as possible. 

For example, in making change, 
teach the store keeper to subtract by 
adding as real merchants and clerks 
do. For instance, if a purchase is as 
follows, soap, five cents, lemons, ten 
cents, chocolate ten cents and rice 
five cents, the total cost is thirty cents. 

Suppose the customer tenders a half 
dollar in payment. The storekeeper 
then gives him his change, either two 
dimes, or four nickels or a dime and 
two nickels and counts in this way — 
thirty (amount of purchase) forty, 
fifty (adding the two dimes) or thirty, 
thirty-five, forty, forty-five, fifty 
(adding the four nickels) or thirty, 
forty, forty-five, fifty, (adding the 
dime and two nickels) as the case 
may be. 

Such methods are practical and 
businesslike. 

Our store provides practice in the 
use of fractions, i. e., buy one and a 
half pounds of butter, three-fourths of 
a pound of cheese, two-thirds of a 
pound of rice, one-half gallon of oil, 
etc. 

Practical work in measuring is done 
by using sand or sawdust for sugar, 
rice, etc. 

A few vegetables may be brought 
by each child and thus a sufficient sup- 
ply may be obtained with which to do 
actual measuring by pecks and bush- 
els. 

See how many things in your store 
are sold by the dozen, the pound, the 
bushel, pint, quart or gallon, etc. 

Let pupils arrange for special sales 
by placing placards, prepared by 
themselves, in conspicuous places, or 
by writing out advertisements. 



159 



MODEL-STORE DEMONSTRATION DRILLS 



See whose work is best and will 
attract buyers, which is the prime ob- 
ject of advertising. 

Orders for goods to be sent to 
wholesalers may be made out, as well 
as bills to customers. 

This sort of work gives the children 
a concrete knowledge of business 
forms. 

Although at first it is best to do 
a strictly cash business, later charge 
accounts may be allowed and partial 
payments made upon them. 

Occasionally let pupils take an 
inventory or account of stock and 
make records of sales. 

A toy telephone increases the 
child's interest in the store and fur- 
nishes one more means of educating 
the child. They may be taught the 
use of the telephone as well as tele- 
phone etiquette. 

Orders may be given and received 
in this way occasionally to give 
variety. 

Has your store a delivery system? 

Why is such needed? 

What expenses has a storekeeper? 

(Rent, light, fuel, help, delivery, 
furniture, etc.) 

Figure up expenses. 

Now figure up profits. 

See if the advanced pupils cannot 
originate problems for themselves or 
each other. 

Could we not appoint a few sales- 
men and pay them a commission? 



(Reprinted from Educational Foundations, 
February 1915.) 



Discount Made Clear 

Observing a lesson in discount dur- 
ing a recent call at a school, the writer 
was first told that the class was practi- 
cally a unit in discovering for the first 
time through Model-Store work that 
' 'a discount is something you get back. ' ' 
That new comprehension made the 
lesson interesting. 

But before it was half over the teach- 
er turned to the writer and said : ' 'What 
shall I do — they are all through?" 

"Do they really understand it — every 
one of them?" 

"They seem to, surprisingly." 

"Well, for practice, have them figure 
the discount on each item purchased, 
add together and thus prove the first 
result." 

They had caught the idea of a sub- 
ject usually distasteful and hard to 
understand so quickly that the lesson 
period was too long. 

Did you ever have that experience 
in abstract teaching? 



160 



Comments 



No name in the history of Peda- 
gogics shines more brilliantly than 
that of Johann Heinrich Pestalozzi. 
He lived to be 81 years of age. 
"Father Pestalozzi" they called him. 
His ideas have found fruitage in the 
educational progress of Europe and 
America. 

Pestalozzi taught that knowledge 
is obtained through self-activity of the 
child and that instruction should be 
based on observation. He applied 
this principle in his own work as a 
teacher and made free use of objects 
in teaching number. 

Pestalozzi would be happy in con- 
templating the work now being done 
by the aid of the Model-Store equip- 
ment. It is proceeding in full accord 
with his own theory. 

Thousands of comments on the 
Model-Store work have been re- 
ceived. It is impossible to select the 
"best." The following include two 
previously printed, two letters re- 
ceived as this page is penned, and a 
group reprinted from the December, 
1 9 1 6 issue of Educational Foundations 
culled from the mail of only a few 
days. The spread of our work is due 
to what users say about our "store." 



Dr. Wallin's Ideas 

Doubtless every reader of Educa- 
tional Foundations is familiar with the 
wonderful work conducted by Dr. J. 
E. W. Wallin. His recent efforts in 
the Psycho Educational Clinic of one 
of the chief cities of our land have 
added much to his fame. 

We take pride in the following 
quotations, from a recent letter re- 
ceived from Dr. Wallin after we had 



sent him equipment for a Model 
Store, for experimental use. 

"My observation indicates that the 
materials are of the greatest value in 
making concrete various processes 
not only in arithmetic and other 
academic branches but also in the 
socio-industrial activities of society. 
The Model-Store furnishes an ex- 
cellent center for the correlation 
of a great variety of vital, practical 
interest. It is of great value with the 
types of children we have in our 
special schools for individual instruc- 
tion. The children find the materials 
of great interest. I heartily com- 
mend the idea and congratulate you 
on the success which you have at- 
tained in gathering together materials 
for your Model-Store." 

In another paragraph Dr. Wallin 
says: 

"I frequently take occasion to refer 
this excellent set of materials to the 
teachers taking my lecture courses 
and to visitors in the clinic. How- 
ever, quite a number of the teachers 
in our schools* * * have provided 
themselves with the Model-Store 
materials." 

Dr. Goddard's Remarks 

Dr. Goddard, of Vineland, N. J., 
standing before our Model-Store in a 
noted training school for teachers, 
said to our representative and one of 
our contributors: "Gentlemen, this 
is the most useful equipment that has 
ever been placed in our hands," after 
which he outlined a number of uses 
which have since been incorporated in 
our suggestions for teachers ; for which 
aid we are deeply grateful to this 
justly famous educator. 



161 



MODEL-STORE DEMONSTRATION DRILLS 

Comments and Correspondence. 

Reprinted from December, 1916, Educational Foundations, 
Model-Store-Keeping Department. 



"Men's minds are like their 
watches; no two go just alike, yet 
each believes his own." The writer '>s 
memory of that quotation dates back 
many years without refreshment and 
it may not be verbatim, but it con- 
tains the sense of what Pope wrote. 

It comes to mind often during the 
daily labor of conducting the Model- 
Store work in the constantly grow- 
ing group of progressive schools that 
are using this means to save the 
teacher's time and more quickly 
reach the comprehension of the pupils. 

One group of letters asks for more 
printed matter, more information, 
more details. Our answer to this is 
this book of actual lessons gathered 
from thousands of sources. 

Another group of letters shows 
that the writers have only skimmed 
a part of the printed matter sent them 
or they failed to grasp the significance 
of what they may have read because 
they ask questions that have been 
treated exhaustively in matter al- 
ready mailed to them. 

The third but more rare type of 
communication, from a school re- 
ported as having a Model-Store but 
not appearing on our lists, indicates 
that they are struggling to gather a 
store themselves on what they refer 
to as the basis of "personal ideas to 
meet local conditions." 

To the conductor of this depart- 
ment and the organizer of this work 
it seems almost impossible that any- 
one could have conceived the idea 



that our Model-Store work is a cut 
and dried proposition. Probably no 
point has been more often mentioned 
than that the store is supplied as our 
contribution to educational progress 
with enough helps to give a teacher 
the idea but with the expectation 
that it will be developed by each 
school, even by each teacher in each 
school, according to personal ideas 
to meet local conditions — even indi- 
vidual classroom conditions. 

The three classes of letters men- 
tioned above are only general classi- 
fications and they can be subdivided 
into many different groups showing 
many forms of misunderstanding of 
matters that have been repeatedly 
stated in the plainest language and in 
many different forms, in order that 
what might not be clear in one case 
would certainly be made clear by a 
re-statement in another form. 

But on the other hand there is a 
great mass of Model-Store users who 
understand and who use the store 
intelligently and in their own way to 
great advantage. 

We take the liberty of quoting be- 
low from a few such letters very re- 
cently received and trust that the 
above will make it clear to every 
reader that we are not trying to tell 
a principal or teacher how to work, 
but only presenting to them in- 
formation that will enable them to 
do their own work in their own way 
according to their own curriculum and 
to do it more effectively and with less 
labor. 



162 



REPRINTS AND COMMENTS 



A Doubter Converted 

"Dear Sirs: 

"When I received the offer of the 
Model-Store I had not much faith 
that it would benefit my class * * * 
but it has proved to be one of the 
most valuable of all devices for rous- 
ing their interest and fixing their 
wandering attention. Even the low 
grade children take part in the store 
activities, while the high grade ones 
have surprised and delighted me with 
the ability they have developed. 
Our superintendent was much im- 
pressed * * * I will gladly make 
room for everything you send us. 

"Yours very truly," 

Too Good to Lose 

"Dear Sirs: 

"For over two years I used the 
store materials sent by you to the 
School. As I have been trans- 
ferred to the School I am de- 
sirous of having the outfit for this 
school. 

"I believe so thoroly in the practi- 
cal help which the store gives and in 
the joy that the children find in hand- 
ling real things that I hope you will 
send me the outfit as soon as possible. 

"Thanking you for your generous 
treatment of me as principal of the 



"Yours truly," 
Uses Store Constantly 

(The following letter was sent to a 
subscriber and forwarded to us.) 

"Gentlemen: 

"We are grateful to you for send- 
ing us packages to be used in our 



Model-Store. We make constant use 
of this store and find it a splendid 
means of teaching arithmetic and 
parts of other subjects. Dealers who 
contribute to this store are to be 
complimented not only for their 
enterprising spirit, but for their spirit 
of co-operation. 

"Very truly yours," 

Materials Hard to Get 

"Gentlemen: 

"Your instruction sheet No. i has 
just fallen into my hands and I am 
very much interested in it. We 
have been trying to organize a store 
in this building but found it difficult 
to get hold of materials that were 
attractive and at the same time use- 
ful. I want to know more about it 
and will be very much obliged if you 
will send me any further information 
you may have on the subject giving 
me cost of equipment, etc. 

"Thanking you in advance for your 
kindness, I am, 

"Yours very sincerely, 
(Signed) Principal. ' ' 

Another Welcome "Repeater" 

"Gentlemen: 

"I am desirous of starting a 'store' 
in the Public School and am writ- 
ing to enlist your assistance in fur- 
nishing equipment for this store. 

"Last year, as you may recall, I 
installed one of your stores in the 

public school in County, N. J., 

of which school I was at that time 
principal. I was so pleased with re- 
sults that I was determined, if possi- 
ble, to continue the experiment in my 
new school. 



163 



MODEL-STORE DEMONSTRATION DRILLS 



"Trusting that you will be able to 
favor me, I remain, 

"Very truly yours," 

Type of Equipment Correct 

(The following letter was sent to a 
subscriber and forwarded to us) 

"Dear Sir: 

"We are making use of the Model- 
Store-Keeping outfit sent to us under 
the direction of the Educational 
Foundations of New York City.*** 

"The regulation package on sale, 
but empty, is the best material for 
us. 

"Much good is coming to the pupils 
from the use of the Model-Stores. 
" Principal." 

After Six Terms Use 

"Dear Sir: 

"Inclosed please find card signed 
as suggested. 

"Our Model-Store is a feature of 
this school for 6 and 7th grade arith- 
metic. The live teachers use it gladly 
and keep it up in fine order. The 
children enjoy it and are profited 
greatly by their practice in buying 
and selling. We have 2000 children. 

"This store will be open and work- 
ing on Monday, Nov. 27, all day for 
the observation of teachers who will 
come to the State Teachers' Associa- 
tion. Should one of your representa- 
tives attend that meeting I should be 
much pleased to have him visit No. 

"We are cramped for space and 
have the 'store' in a classroom always 
full of children ; but the teachers men- 
tioned have worked out good methods 



of use and practice despite the handi- 
cap. Plans are being made for a new 
school to cost about a half million 
in which I will have a special room 
for it. 

"Recently pictures have been made 
of the store in use, copies of which I 
will soon send you. I am sending 
check for a year's subscription to 
Educational Foundations. 

"Thanking you for the help you 
have given us, I remain, 

"Very truly yours," 

"Principal." 

Recognition 

January 11, 1917. 
Department of Model-Store-Keep- 
ing 

Dear Sirs : — 

The Bureau of Education, Wash- 
ington, D. C, advises me to write you 
for information, regarding a Model- 
Store equipment for school use. 

I have been some months trying to 
find out where this was to be ob- 
tained and am delighted to know, etc., 
etc. 

Yours truly, 

More Recognition 

January 15, 1917. 
Educational Foundations 
Model-Store- Keeping Dept. 
New York City, N. Y. 

Gentlemen : — 

I was wondering how I could make 
my arithmetic class interesting when 
we came to buying and selling — mak- 
ing change, etc. 

It was solved when I noticed in the 
Manual (the Wisconsin State Manual) 



164 



REPRINTS AND COMMENTS 

that I could get a school store keeping well beyond the three-thousand mark 

outfit by sending to you. and all but a very few of these are 

Yours truly, the result of teachers seeing it in 

successful operation. The value of 

the equipment must be more clear to 

the educators who have used it than 

The entire school systems of many it is to us. They have the practical 

cities have been supplied with the experience and we have only the 

Model-Store. It is on requisition lists testimony of which the above is a 

in others. sma n. f ract i n tho it represents the 

The number of Model-Stores is mass. 



AUTHOR'S NOTE 



Other volumes of this work will follow as rapidly as new drills 
develop. 

All Model-Store users are invited to write out their successful 
class work and drills with the Model-Store and send them to the 
author at the publication office. 

No smallest detail lacks interest. Every development of daily 
practice that will help other teachers is sought, even if it is only a 
modification of the drills herein presented. If the idea quickens the 
pupils' interest; if it provides another short cut to results; if it helps 
the scholars of slower comprehension, that drill or plan is needed for 
Vol. II. The rising generation needs this help. 

Principals and teachers will render valuable service to the work if 
they will foward photographs of their Model-Stores, however small 
the picture. 



i6 5 



s66 



